Bibliography: Harriet Tubman (page 4 of 4)

This bibliography is selected and organized by the Black Lives & Me website.  

Gaines, Lonnetta (1989). Imagine Success! An Action Manual for Self-Development. This manual is an organized collection of journal activities and action charts designed to help individuals and groups to set goals and achieve them. It is based upon the following premises: (1) what you think has a profound impact upon your experience; (2) successful living is vitally connected to effective learning; and (3) success is related to ongoing self-development. The manual's intention is to improve students' reading, writing, and communications skills through a movement-based sequence of workshop experiences focusing on the following four major areas: (1) self-discipline; (2) self-esteem; (3) self-expression; and (4) self-development. Users of the manual are asked to imagine, think, write, define, and practice through diary notes, journal activities, research projects, chants, practice activities and charts, artistic experiences, and other exercises. The manual is divided into the following 10 sections: (1) "Introduction"; (2) "Harriet Tubman: A Model of Success"; (3) "Clear Your Mind: Four Affirmative Chants"; (4) "Focus Your Thinking: Four Key Ideas"; (5) "Relaxed Attention: Your Ticket to Success"; (6) "Values Clarification"; (7) "Imagine Success in Action," including two preparation skills, seven positive habits, and a final word; (8) "The Exhibition-Performance"; (9) "Summary and Additional Practice Charts"; and (10) "Glossaries." A final self-assessment and an evaluation questionnaire are appended.   [More]  Descriptors: Academic Achievement, Communication Skills, Elementary Secondary Education, Goal Orientation

Harris, Violet J. (1984). The Brownies' Book: Challenge to the Selective Tradition in Children's Literature. "The Brownies' Book," a periodical for Black children created and edited by W. E. B. Du Bois and published for 2 years, from 1920 to 1921, was a radical departure from traditional children's publications. It challenged the "selective tradition" in children's literature that negatively depicted Afro-Americans and Afro-American culture. It offered poems, stories, informative articles, and advice that portrayed Black children as intelligent, attractive, clean, and virtuous. Readers were apprised of the history and achievements of Blacks in articles about Frederick Douglass, Sojourner Truth, and Harriet Tubman, and Black children around the country were recognized for academic achievement. Additionally, to counteract the effect of drawings in other children's literature that showed Blacks with unattractive and exaggerated features, the drawings for "The Brownies' Book" showed Blacks as being attractive and having a wide range of physical characteristics and skin tones. Readers were taught to treat others with fairness, equality, and assertiveness, and poems and stories often emphasized kindness and perseverance. In a monthly column called "The Judge," young readers were given guidance that would enable them to interact with others with self-confidence and tolerance. The magazine was overtly political, stressing racial solidarity and racial equality, and it seems to have inspired many Blacks to challenge the status quo. Letters from readers reflect the uplifting and inspirational quality of the magazine, indicating that it fulfilled DuBois' hopes that "The Brownie Book" would create "refined colored youngsters."   [More]  Descriptors: Attitude Change, Black Culture, Black History, Black Literature

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Bibliography: Harriet Tubman (page 3 of 4)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Deborah Gore, Abiodun Oyewole, Don Adams, Kelli Adams, Rockville National Oceanic and Atmospheric Administration (DOC), Susan Washburn Buckley, Linda M. Perkins, Dorothy L. Denniston, Inc. Women's Support Network, and Liza Schafer.

Buckley, Susan Washburn (1996). American History Time Lines. Grades 4-8. Big, Reproducible, Easy-To-Use. This resource is designed to enhance learning about topics in United States history. The reproducible time lines are easy to use and is designed to encourage students to research other dates and events of the era under study. Suggestions are given for classroom use. The introduction has instructional subjects, such as: "12 Great Ways To Use These Time Lines"; "5 Ways To Teach Your Kids about Time"; and "Resources." Themes addressed in the time lines include: (1) "American History"; (2) "Exploration"; (3) "Growth of the Nation"; (4) "American Women"; (5) "African American History"; (6) "Science & Technology"; (7) "Space"; (8) "Sports and Games"; (9) "Getting the Vote"; (10) "Kids in History"; (11) "Ben Franklin 'Mini Time Line'"; (12) "Harriet Tubman 'Mini Time Line'"; (13)"Thomas Edison 'Mini Time Line'"; (14) "Eleanor Roosevelt 'Mini Time Line'"; and (15) "Martin Luther King, Jr., 'Mini Time Line.'" Descriptors: Black History, Elementary Education, History Instruction, Instructional Materials

Denniston, Dorothy L. (1977). Sable Queens in Bondage: Reading, Independent Study, and Research on the American Slave Narrative. This paper examines the scope and historical significance of biographies and autobiographies of ex-slaves. The document focuses primarily on accounts of black women published from 1820-1860, but also discusses several narratives from colonial times. Exploits of famous women slaves including Harriet Tubman and Sojourner Truth are analyzed along with accounts of lesser-known black women who made major contributions to black kinship and cultural ties. Primary sources such as "Twelve Years a Slave," by Solomon Northrup, and "Aunt Sally: The Cross Way of Freedom," author unknown, characterize the conflicting roles played by black women in plantation life. Roles included mother, wife, sister, aunt, grandmother, family member, propagator of the black race, field laborer, domestic slave, transmitter of values to black children, and concubine to white slave owners. The body of slave narratives reveals a cross-section of relatively contented, well-treated and cooperative slaves and bitterly rebellious ones. Review of the literature indicates that black women were often able to help maintain stable family relationships and that black familial bonds were too strong to be completely severed by white oppression. Descriptors: American Culture, Autobiographies, Biographies, Black Culture

Adams, Kelli (1992). People from the Past: Writing Biographies, Insights into Open Education. Teachers have allowed the social studies and science areas of instruction to become isolated from vibrant language arts skills, resulting in deficiencies in reading and writing skills within the different content areas. An 8- to 10-week biography unit was developed for a fourth-grade social studies course in an attempt to give students a stronger personal connection with social studies. Such a personal involvement fosters self-expression, the ability to make inferences and think critically, and the promotion of student interest and involvement in learning. A major challenge in teaching biographical research is finding some way of organizing a vast amount of material. This can be done by using the "snapshot" approach, which emphasizes a common theme among the materials studied.  The choice for a first biographical subject demanded some emotional involvement, suggesting Martin Luther King, Jr. Reading aloud from various biographies, class and small group discussion, and sharing questions and feelings about the material were the main activities. Student groups were asked to select eight important events in King's life and try to determine a common bond among all of them. The next step in the unit involved having each student choose a person to research on his/her own. Similar activities followed, resulting in some excellent work, as a student sample about Harriet Tubman demonstrates. In short, such a biography unit develops language skills, a knowledge of narrative, and invites critical thinking and analysis.   [More]  Descriptors: Biographies, Classroom Techniques, Content Area Reading, Content Area Writing

Hurwitz, Suzanne, Ed.; And Others (1980). In Search of Our Past: Units in Women's History. U.S. History Student Manual. Designed to supplement what is customarily taught in junior high school United States History courses, this student manual contains three units which focus on women's history. Unit I concerns Native American women in Pre-Columbian America. Readings include The Story of a Zuni Girl–Blue Corn, Native American legends, Women as Leaders, and Native American Woman and Art. Unit II examines the role of Southern women from 1820 to 1860. Students read The Story of a Slave Girl; The Diary of Olivia Crawford, based on accounts of plantation life; Harriet Tubman, the Moses of Her People; and Fight and if You Can't Fight, Kick (from Black Women in White America). Unit III, Women in Struggle: Immigration and Labor 1820-1940, includes an essay on women immigrants, an excerpt from Jewish Grandmothers, Chinese Women Immigrants: Expectations and Arrivals, Women in the Labor Movement, and The Garment Worker's Strike. Each unit provides discussion questions and suggests activities. The major activity consists of students' recording oral histories about the topics they are studying. Other activities include role playing and creating a chart of the real and ideal woman. For the teacher's guide see SO 013 232.   [More]  Descriptors: American Indians, Employed Women, Females, Immigrants

Gore, Deborah, Ed. (1989). Iowa Folklife, Goldfinch. This issue of the "Goldfinch" is devoted to Iowa folklife. The first article explores what "folklife" is and provides several examples. The second article is about artwork and poetry done by Mesquakie Indian children from the Sac and Fox Settlement School near Tama, Iowa. Dome-shaped structures, called "wickiups," in which the Mesquakie Indians used to live are also examined. The third article discusses traditional games and the reasons why children play them. Storytelling is the subject of the fourth article. There is a section to help students discover their own family folklife. Activities enable children to explore their own lives and those of other family members. They are encouraged to look through family photographs, find recipes that have been handed down over several generations, and find family "treasures" that have historical or sentimental value. Instructions are included for a "Family Folklore" card game. The fifth article is about folk songs. Traditional songs, like "Go Tell Aunt Rhody," are discussed and two songs by Iowa elementary students are included. The sixth article describes quilting and the "Quilt Game." Festivals are the subject of the seventh article. A Folklife crossword puzzle, a BASIC computer program, an essay on Harriet Tubman written by a sixth grader, and suggestions for reading and summer sightseeing are also included. A number of pictures and illustrations complement the articles. Descriptors: Art, Childrens Games, Elementary Education, Folk Culture

Women's Support Network, Inc., Santa Rosa, CA. (1983). National Women's History Week Curriculum Guide. Designed for elementary and secondary level use, the ideas, materials, and resources in this guide are intended to facilitate teachers' first efforts at expanding the study of women in U.S. history. The cross-cultural guide provides introductory information and suggestions to help develop classroom observances for the National Women's History Week Project. Included in the guide are: annotated bibliographies of guides and references, services and catalogs, records, journals, posters, and other miscellaneous materials; learning activities for grades 1-12; personal and family history questionnaires; two dramatic enactments; arts, research, and discussion ideas; a potpourri of women's historic accomplishments; biographies of seven women; puppet/paper doll cutouts of three women; a biography of Harriet Tubman and a songsheet containing a song sung by slaves using the underground railroad; a scramble puzzle; a sample library bibliography and game; a bibliography of elementary and secondary level books dealing with women's history; and a listing of state and regional sex-desegregation centers. Descriptors: Annotated Bibliographies, Art Activities, Audiovisual Aids, Biographies

Toro, Leonor; And Others (1983). What's Happening in May? A Salute to Women Educators in Connecticut. Brief information is given on May events celebrated by Puerto Ricans: May Day; Mother's Day; World Red Cross Day; Armed Forces Day; Memorial Day; and the birthdays of Horace Mann ("Father of the Common Schools"), Harry S. Truman, Luis Llorens Torres (poet), Ralph Waldo Emerson (poet), and Patrick Henry (stateman and orator). Designed as a teacher resource, the booklet provides brief information on the contributions of 14 famous Black women to American history: Lorraine Hansberry, playwright; Florence Mills, actress; Mary Church Terrell, fighter for equal rights for women and Blacks; Billie Holiday and Sissiretta Jones, singers; Sojourner Truth and Harriet Tubman, leaders against slavery; Mary E.P. Mahoney, first professional Black nurse; Maggie L. Walker; Augusta Savage, among the first professional Black sculptors; Laura Wheeling Waring, painter; Mary McLeod Bethune, advisor to President Roosevelt in the 1930's and 1940's; Shirley Chisholm, first Black woman in Congress; and Phillis Wheatley, poet. Other famous women discussed include Felisa Rincon de Gautier (Mayoress of San Juan, 1946-1968), Lola Rodriguez de Tio (writer), Antonia Bonilla (Sister Carmelita–civic-religious leader), and Clara Barton (founder of the American Red Cross). The booklet includes a list of 29 historical May happenings, several Mother's Day poems, instructions for making 8 gifts and 3 cards for mom, a short essay on kite flying–including instructions for making an octagonal kite, and several word game and math activities.   [More]  Descriptors: Black Achievement, Black History, Cultural Activities, Cultural Awareness

National Oceanic and Atmospheric Administration (DOC), Rockville, MD. (1979). For the Dignity of Humanity. 2nd Annual Commemoration of Black History. This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the slavery system, prejudice and discrimination, and the civil rights movement. A concluding section presents civil rights-related quotations from Martin Luther King, President John F. Kennedy, and President Lyndon B. Johnson.   [More]  Descriptors: Affirmative Action, Bias, Biographical Inventories, Black History

Julian, Nancy B. (1979). Treatment of Women in United States History Textbooks. A Presentation in the College of Education Dialogue Series. This study examined the portrayal of women in current U.S. history textbooks which are used in the classroom. Among the questions explored were the following: who among outstanding women is or is not noted, what topics are covered or omitted, how are average women of selected eras treated, and how are women who fought for currently controversial issues handled. Selection of texts was based on input from the 50 largest school districts in the United States concerning their junior and senior high school American history textbooks. From this list ten texts were chosen for analysis. The texts are not identified in this paper but are named in the dissertation on which this paper is based. Content analysis and descriptive review of the texts produced (1) ratings in terms of equal treatment of the sexes, sex role stereotyping, male supremacy, and no mention of women; and (2) codings on depth of discussion on certain topics. Findings were that certain women and topics were noted by most of the texts (Queen Elizabeth I, Harriet Tubman, factory work, women's rights activities), and the texts tended to omit women who fought for issues which are still controversial. The texts presented much objective material (written and illustrations) on women, but some passages were misleading. Conclusions are that most texts need more careful editing and additional information in order to correctly portray women's lives and roles. Descriptors: Content Analysis, Educational Problems, Females, Research Methodology

Adams, Don, Ed. (1989). Partnerships That Work!, Partnerships in Education Journal. This theme issue of the monthly Partnerships in Education (PIE) journal focuses on new collaborations, new educational challenges, and some examples of exemplary partnership programs at work in school districts across the country. Each of the 22 chapters was written by those who either direct or coordinate a partnership program. Partnership programs are a tool used to support school improvement efforts. The following businesses or institutions have formed partnerships and are included in the book: (1) ARCO; (2) New York City School Volunteer Program; (3) World Book Encyclopedia; (4) Portland (Oregon) Investment; (5) Rochester (New York) Brainpower; (6) Houston (Texas) Business Promise; (7) Hartford (Connecticut) Early Learning Partnership; (8) Ounce of Prevention Fund (Chicago businesses); (9) Harriet Tubman Elementary School (Newark, New Jersey); (10) Pizza Hut; (11) San Francisco (California) School Volunteers; (12) Time Inc.; (13) Security Pacific Corporation; (14) Career Beginnings; (15) IBM; (16) Dade Partners (Miami, Florida); (17) Los Angeles (California) Adopt-A-School-Program; (18) Memphis (Tennessee) Adopt-A-School-Program; (19) Private Initiatives in Public Education; (20) Purchase Westchester (New York) School Partnership; (21) National Foundation for Improvement of Education; and (22) Exxon Education Foundation. A resource guide is included that provides the name, title, address, and telephone number of the contact person for each of the programs highlighted in the book. Descriptors: Cooperation, Cooperative Programs, Corporate Support, Educational Improvement

Perkins, Linda M. (1980). Black Women and the Philosophy of "Race Uplift" Prior to Emancipation. Working Paper. The pre-emancipation (1830-1865) black woman reformer was concerned with race "uplift," a sense of duty and obligation to her race. Black women in the North formed mutual aid societies for the economic survival of the destitute. Regardless of economic status, free blacks consistently sought to aid slaves in the South; the poor often saved for years to purchase their relatives. Some black women, Harriet Tubman, for example, worked toward helping slaves escape to the North. While both white and black women formed charitable organizations, it is commonly agreed that black women organized for survival and self-improvement while white women's organizations were mainly self-serving. Even though the women's rights movement began at this time, black women were excluded from it. Education became a primary concern of race "uplift" as blacks sought to erase the myth of intellectual inferiority. Because whites were reluctant to teach blacks anything but rudimentary skills, black teachers for black students became an important issue. Black women worked both toward the establishment of formal schools and of educational organizations which provided for adult education. In fact, education became the major force in creating black nationalism.   [More]  Descriptors: Black Attitudes, Black Education, Black Employment, Black History

Toro, Leonor; Pla, Myrna (1982). Eventos de Febrero (February Events). Designed as a resource for teachers, the booklet contains brief information on eight events celebrated by Puerto Ricans in the month of February: La Candelaria; Abraham Lincoln; Black History; Valentine's Day; Julia de Burgos; Luis Munoz Marin; George Washington; and the Carnaval. Written in Spanish, the booklet discusses the orgin and ways of celebrating "Las Candelarias" and provides directions for the children's game "Hay Candela." A short biographical sketch of Abraham Lincoln is provided, along with the Gettysburg Address in Spanish and English. Along with various suggested activities are short biographical sketches of Jackie Robinson, athlete; Thurgood Marshall, Supreme Court judge; George Washington Carver, scientist; Harriet Tubman, "the Moses of her people"; Marian Anderson, concert artist; Federick Douglass, abolitionist and orator; Rafael Cordero, founder of a free school for all students; Jose Celso Barbosa, founder of the Partido Republicano Puertorriqueno; Ernesto Ramos Antonini, politician; Julia de Burgos, poet; Luis Munoz Marin, founder of Puerto Rico's Partido Popular Democratico; and George Washington. The next section includes a discussion of the origin, beliefs, and customs of Valentine's Day; three sketches for making Valentine cards; three poems; and a rhyming activity. A description of the Carnaval concludes the booklet. Descriptors: Black History, Blacks, Cultural Activities, Cultural Background

Schafer, Liza, Comp. (1994). Famous Americans: 22 Short Plays for the Classroom. Suggesting that reading plays aloud is an effective way to promote literacy and history in the grade 4-8 classroom, this book presents 22 short, readers' theater plays about extraordinary American men and women. The plays in the book are designed to enrich classroom learning by building oral literacy, fostering a knowledge of American heritage, encouraging an appreciation of acting and the theater, drawing out quiet or at-risk students, and providing an exciting, hands-on, student-centered format for learning. Extension activities (organized into "Talk about It,""Write about It," and "Report about It" sections) are at the end of every play in the book. The famous Americans featured in the plays are: Christopher Columbus, Ben Franklin, George Washington, Phillis Wheatley, Merriweather Lewis and William Clark, Davy Crockett, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, John Muir, Thomas Edison and Alexander Graham Bell, George Washington Carver, Susan LaFlesche Picotte, Nellie Bly, Orville and Wilbur Wright, Franklin Delano Roosevelt, Amerlia Earhart, Langston Hughes, Rosa Parks and Martin Luther King, Jr., Jackie Robinson, Cesar Chavez, and Neil Armstrong. Descriptors: Acting, Biographies, Class Activities, Creative Dramatics

Oyewole, Abiodun (1981). Teaching at Harriet Tubman Public School, Teachers and Writers Magazine. First impressions of the well-behaved students in a fourth/fifth grade classroom located in Harlem, New York City. Descriptors: Black Community, Classroom Environment, Creative Writing, Discipline

Ruthsdotter, Mary, Ed.; Eisenberg, Bonnie, Ed. (1996). Women's History Curriculum Guide. This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as appropriate. Activities for grades 1-6 include a play about the life of Maria Tallchief; biographies of Susan B. Anthony, Elizabeth Cady Stanton, Jade Snow Wong, Dolores Huerta, Mary McLeod Bethune, and Harriet Tubman that can be read and used for class discussions and projects; cut-out puppets of the above women; and a "She Did It" wordsearch puzzle. Activities for grades 7-12 include Women's History news reports; research on Women and Work; a poster design contest; a family history; a mock trial for Susan B. Anthony; a dramatic re-enactment of Sojourner Truth's 1851 speech; and a Women's History biography study. Specific strategies for implementation of a women's history focus in the classroom are offered, as well as resource information and addresses of where to receive additional help on the topic. Descriptors: Civil Rights, Cultural Differences, Elementary Secondary Education, Females

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Bibliography: Harriet Tubman (page 2 of 4)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Michael L. Wehmeyer, John W. Logan, San Francisco WestEd, Bill Bigelow, Santa Rosa National Women's History Project, William D. Pflaum, Nancy Lobb, Windsor National Women's History Project, Harilyn Rousso, and Michelle Commeyras.

National Women's History Project, Windsor, CA. (1994). Myself and Women Heroes in My World. National Women's History Project. This guide presents biographies of the following women: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, and Sonia Manzano. The use of biographies as history provides historical information and role models in a form comprehensible to young students. The personal history booklet that concludes this document serves as a guide to help students understand that they, too, will have a role in history. It basically demonstrates to students that people like themselves can make history. Descriptors: Curriculum Guides, Elementary Education, Females, Social Studies

Rousso, Harilyn, Ed.; Wehmeyer, Michael L., Ed. (2001). Double Jeopardy: Addressing Gender Equity in Special Education. SUNY Series, the Social Context of Education. Highlighting the educational issues of girls and young women with disabilities, this book examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than males with disabilities and typical female peers upon leaving school. It also describes innovative programs and strategies designed to empower youth with disabilities. Chapters include: (1) "Beyond Pedestals: The Lives of Girls and Women with Disabilities" (Adrienne Asch and others); (2) "Won't You Know All of Me? Recognizing the Confluence of Disability, Gender and Ethnicity" (Eric Jolly); (3) "Gender Equity in Education: Change and Challenge" (Katherine Hanson and Susan J. Smith); (4) "Title IX: What Does It Mean for Teachers?" (Melissa Keyes); (5) "She Bakes and He Builds: Gender Bias in the Curriculum" (Susan Shaffer and Linda Shevitz); (6) "Can She Really Do Science? Gender Disparities in Math and Science Education" (Ellen Wahl); (7) "Squeaky Wheels versus Invisibility: Gender Bias in Teacher-Student Interactions" (Dolores A. Grayson); (8) "Stopping Sexual Harassment in Schools" (Eleanor Linn and Harilyn Rousso); (9) "Schools Fail Boys Too: Exposing the Con of Traditional Masculinity" (Craig Flood); (10) "Teaching as though Both Genders Count: Guidelines for Designing Nonsexist Inclusive Curricula" (Theresa Mickey McCormick); (11) "Uncovering Bias in the Classroom: A Personal Journey" (Maryann Wickett); (12) "Research on Gender Bias in Special Education Services" (Michael L. Wehmeyer and Michelle Schwartz); (13) "Gender Equity Issues in the Vocational and Transition Services and Employment Outcomes Experienced by Young Women with Disabilities" (Bonnie Doren and Michael Benz); (14) "Nothing To Do after School: More of an Issue for Girls" (Merle Froschl and others); (15) "What Do Frida Kahlo, Wilma Mankiller, and Harriet Tubman Have in Common? Providing Role Models for Girls with (and without) Disabilities" (Harilyn Rousso); (16) "The Living Out Loud Program: Building Resiliency in Adolescent Girls with Disabilities" (Nancy Ferreyra and Estelle Eskenazi); and (17) "Addressing Gender Equity in Special Education Services: An Agenda for the Twenty-First Century" (Michael L. Wehmeyer and Harilyn Rousso). (Chapters include references.) Descriptors: Attitudes toward Disabilities, Classroom Environment, Curriculum Design, Disabilities

WestEd, San Francisco, CA. (1996). From Paper to Practice: Challenges Facing a California Charter School. A Report Presented to the San Diego Unified School Board. Technical Report. Signed into law on September 2, 1992, California's charter-school law has led to the approval of over 100 charter schools. San Diego City Schools (SDCS) was one of the first districts to sponsor charter schools, including the Harriet Tubman School, 1 year after the law became effective. This report provides a brief overview and summary of a case study-report of the charter school at Harriet Tubman Village operating since September, 1994. Data were derived from document analysis; a review of literature; parent questionnaires (81 out of 180 parents, a 45 percent response rate); classroom observations; and interviews with school district staff, school administrators, school board members, teachers, and parents. The background and context section recounts a brief history of the Tubman school from its inception. Findings are presented for four areas of interest–educational program, teacher characteristics and beliefs, governance and other issues, and parent perspectives. The following conclusions are made: (1) The lines of authority and liability between charter schools and the district are ambiguous; (2) the review and approval process did not produce a charter that is clearly consistent with the legislation or the school district's requirements; (3) the charter-school petition inadequately describes the school's educational program; (4) teachers express some of the concepts and teach some of the content that the petition describes; (5) standardized tests are driving significant adaptations in the educational programs; (6) the Tubman Governance Council has been partially inhibited because its authority is not clearly delineated; (7) governance council members had to grapple with serious and complex issues, often without an experienced leader; and (8) the principles of choice may be compromised if parents are not fully knowledgeable about the nature of Tubman's program and their other options. Recommendations are offered for autonomy and accountability issues, the education program, improved governance, ensuring informed parental choice, and future evaluation. Six tables and eight figures are included. Appendices contain the text of California charter school law, the San Diego Charter School Study: Guiding Framework, the methodological framework and notes, and parent responses. (Contains 16 references.)   [More]  Descriptors: Accountability, Charter Schools, Educational Assessment, Elementary Secondary Education

WestEd, San Francisco, CA. (1996). From Paper to Practice: Challenges Facing a California Charter School. A Report Presented to the San Diego Unified School Board. Executive Summary. Signed into law on September 2, 1992, California's charter-school law has led to the approval of over 100 charter schools. San Diego City Schools (SDCS) was one of the first districts to sponsor charter schools, including the Harriet Tubman School, 1 year after the law became effective. This document provides a brief overview and summary of a case study-report of the charter school at Harriet Tubman Village operating since September, 1994. Data were derived from document analysis; a review of literature; parent questionnaires (81 out of 180 parents, a 45 percent response rate); classroom observation; and interviews with school district staff, school administrators, school board members, teachers, and parents. Findings are presented for four general areas–education program staff characteristics and beliefs, governance, and parent participation. The study found that: (1) The lines of authority and liability between charter schools and the district are ambiguous; (2) the review and approval process did not produce a charter that is clearly consistent with the legislation or the school district's requirements; (3) the charter-school petition inadequately describes the school's educational program; (4) teachers express some of the concepts and teach some of the content that the petition describes; (5) standardized tests are driving significant adaptations in the educational programs; (6) the Tubman Governance Council has been partially inhibited because its authority is not clearly delineated; (7) governance council members had to grapple with serious and complex issues, often without an experienced leader; and (8) the principals of choice may be compromised if parents are not fully knowledgeable about the nature of Tubman's program and their other options. Recommendations are offered for improving the education program, governance, parental choice, and evaluation. (Contains 10 endnotes).   [More]  Descriptors: Accountability, Charter Schools, Educational Assessment, Elementary Secondary Education

National Women's History Project, Santa Rosa, CA. (1985). Myself and Women Heroes in My World. Kindergarten Social Studies: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, [and] Sonia Manzano. Part of the National Women's History Project funded to promote the multi-cultural study of women in history, this unit will help kindergarten students learn about the contributions that women have made to U.S. society. The developers believe that equality cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit contains six lessons based on biographies of women who represent the many ways in which women have been and continue to be heroes. The women are Amelia Earhart, Queen Liliuokalani, Sonia Manzano, Maria Tallchief, and Sojourner Truth, representing major ethnic groups, and Harriet Tubman as a representative of disabled women. Each unit begins with a biography that teachers are to read to students. Discussion questions and suggestions for classroom activities follow each biography. Student materials are provided. Examples of activities include having children retell the story in their own words, play games, sing songs, and participate in class discussions. A bibliography of additional resource materials dealing with each woman concludes the unit.   [More]  Descriptors: American Indians, Biographies, Blacks, Cultural Background

Bigelow, Bill, Ed. (2004). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2. Revised Edition, Rethinking Schools, Ltd. With more than 180,000 copies in print, the first volume of "Rethinking Our Classrooms" broke new ground, providing teachers with hands-on ways to promote values of community, justice, and equality–and build students' academic skills. This companion volume continues in that tradition, presenting a rich new collection of from-the-classroom articles, curriculum ideas, lesson plans, poetry, and resources–all grounded in the realities of school life. "Rethinking Our Classrooms, Volume 2" is an essential book for every educator who seeks to pair concerns for social justice with students' academic achievement. This book is divided into six parts. Part I, The Power of Words, contains the following: (1) Where I'm From: Inviting Students' Lives into the Classroom (Linda Christensen); (2) "Where I'm From" (George Ella Lyon); (3) "I Am From Soul Food and Harriet Tubman" (Lealonni Blake); (4) "I Am From Pink Tights and Speak Your Mind" (Djamila Moore); (5) "I Am From …" (Oretha Storey); (6) "I Am From Swingsets and Jungle Gyms" (Deb Gordon); (7) An International Proverbs Project (Jim Cummins and Dennis Sayers); (8) "Race" (Cang Dao); (9) For My People (Linda Christensen); (10) What Color Is Beautiful? (Alejandro Segura-Mora); (11) Ebonics and Culturally Responsive Instruction (Lisa Delpit); (12) Exploring Black Cultural Issues (Bakari Chavanu); (13) "Ode to Writing" (Jessica Rawlins); and (14) "I am Proud to Be Bilingual" (Monica Thao). Part II, The Power of the Past, contains the following: (15) Unsung Heroes (Howard Zinn); (16) Teaching About Unsung Heroes (Bill Bigelow); (17) Discovering the Truth about Helen Keller (James Loewen); (18) On the Road to Cultural Bias (Bill Bigelow); (19) Fiction Posing as Truth (Debbie Reese, et al.); (20) Rethinking the U.S. Constitutional Convention: A Role Play (Bob Peterson); (21) A New U.S. Bill of Rights (Larry Miller); (22) "Waiting at the Railroad Cafe" (Janet Wong); (23) A Lesson on the Japanese-American Internment (Mark Sweeting); (24) "In Response to Executive Order 9066" (Dwight Okita); and (25) What the Tour Guide Didn't Tell Me (Wayne Au). Part III, The Power of Critique, contains the following: (26) Ten Chairs of Inequality (Polly Kellogg); (27) Teaching Math Across the Curriculum (Bob Peterson); (28) Percent as a Tool for Social Justice (Bob Peterson); (29) The Human Lives Behind the Labels (Bill Bigelow); (30) "The Stitching Shed" (Tho Dong); (31) Bias and CD-ROM Encyclopedias (Bob Peterson); (32) Where's the "R" Word? (Bob Peterson); (33) Girls, Worms, and Body Image (Kate Lyman); and (34) Math, Maps, and Misrepresentation (Eric Gutstein). Part IV, The Power of Social Action, contains the following: (35) "We Had Set Ourselves Free" (Doug Sherman); (36) From Snarling Dogs to Bloody Sunday (Kate Lyman); (37) Mississippi Freedom Schools (David Levine); (38) Improvs and Civil Rights (Bill Bigelow); (39) The Poetry of Protest (Linda Christensen); (40) "Jorge the Church Janitor Finally Quits" (Martin Espada); (41) A Bill of Rights for Girls (Mary Blalock); (42) The Trial (Kate Lyman); (43) Students Blow the Whistle on Toxic Oil Contamination (Larry Miller and Danah Opland-Dobs); (44) "Garbage" (Bill Steele, Mike Agranoff, and Pete Seeger); (45) AIDS–"You Can Die From It" (Kate Lyman); and (46) "At the Cemetery, Walnut Grove Plantation, South Carolina, 1989" (Lucille Clifton). Part V, Rethinking School Culture, contains the following: (47) When Things Turn Ugly (Donn Harris); (48) Rethinking Discipline (Jehanne Helena Beaton); (49) Creating Classroom Community (Beverly Braxton); (50) A Mother Speaks Out (Leslie Sadasivan); (51) Teaching the Whole Story (Kate Lyman); (52) Playing Favorites (Mara Sapon-Shevin); (53) Black Teachers on Teaching (Michele Foster); (54) School System Shock (Melony Swasey); (55) Arranged Marriages, Rearranged Ideas (Stan Karp); (56) Out Front (Annie Johnston); (57) Staying Past Wednesday (Kate Lyman); and (58) "Earth's Last Cry" (Rachel M. Knudsen). Part VI, Rethinking Assessment, contains the following: (59) Why the Testing Craze Won't Fix Our Schools; (60) Basketball and Portfolios (Linda Christensen); (61) One Size Fits Few (Susan Ohanian); (62) Tracking and the Project Method (Bob Peterson); (63) Motivating Students to do Quality Work (Bob Peterson); (64) Resources; and (65) Poetry Teaching Guide (Linda Christensen). An index is included. [For "Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 1. New Edition–Revised and Expanded," see ED521822.]   [More]  Descriptors: Social Justice, United States History, School Culture, Females

Jones, Richard (1990). Four Who Dared: Women Who Made History in Rensselaer County. Designed to dramatize constitutional issues in the history of Rensselaer County, New York, the struggle for women's rights is the focus of this play that is intended for fourth grade students as part of their local history curriculum. The play has four objectives: to enable students to understand the meaning of inequality, to show how the lives of women and blacks were affected by inequality, to illustrate how ideas about changing women's lives differed, and to relate past inequalities to the present. The play itself involves four famous pioneers in the struggle for equal rights for women–Emma Willard, Susan B. Anthony, Harriet Tubman, and Kate Mullaney–each of whom had a connection to Rensselaer County. Descriptors: Constitutional History, Dramatics, Feminism, Grade 4

Morris-Lipsman, Arlene J. (1990). Notable Women: Grades 4-6. These lesson plans compose a classroom guide to teach about notable women in history. Traditionally, many fields were closed to women and only recently have women made strides in achieving professional careers. Some women, however, succeeded in becoming known throughout the world and became pioneers in their respective fields. The lives and career struggles of 23 successful women are used as the foundation for lessons and models for classroom teaching. Discussion questions are included with each of the individual biographies and each unit encourages students to question and imagine the struggles women encountered. Each segment reinforces key concepts and all activities emphasize critical and creative thinking skills involving written, oral, dramatic and art projects. Students also are asked to complete a chart comparing the lives of the women presented. Included among the 23 biographies are Louisa May Alcott, Benazir Bhutto, Amelia Earhart, Sandra Day O'Conner, Sally Ride, Eleanor Roosevelt, and Harriet Tubman. Descriptors: Biographies, Creative Thinking, Critical Thinking, Curriculum Enrichment

Garcia, Jesus; Logan, John W. (1983). Teaching Social Studies Using Basal Readers, Social Education. A lesson, "Harriet Tubman: A Most Successful Conductor," illustrates how to employ a basal reader in social studies instruction in the elementary grades. This approach offers students a relevant curriculum, greater opportunities for concept development, practice in skills areas, and activities that offer greater opportunity to master social studies objectives. Descriptors: Basal Reading, Concept Teaching, Content Area Reading, Educational Objectives

National Women's History Project, Windsor, CA. (1992). Las Heroinas en el Mundo Mio y Yo (Myself and Women Heroes in My World). This book offers a series of lesson plans and resources for teaching young learners (K-3) about heroines in U.S. history. The book offers general guidelines for presentation of the materials as well as specific suggestions for individual lessons. Each lesson focuses on a particular historical figure and includes a biography, a lesson plan outline, sample discussion questions, and reproducible visual aids. The women explored in the guide are: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, and Sonia Manzano. The final activity involves the student creating a personal history. Both the text and the materials are in Spanish. Descriptors: Bilingual Education, Elementary Education, Females, Primary Education

1996 (1996). African Americans Who Made a Difference. 15 Plays for the Classroom. These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching. Each play includes a Teacher's Guide that contains some quotes from the featured person and a brief biography. A bibliography lists age-appropriate titles to help children learn more about these people. The guide ends with activities designed to strengthen students' thinking, oral, writing, and research skills. The plays are about: (1) Alvin Ailey, Jr.; (2) Romare Bearden; (3) George Washington Carver; (4) Shirley Chisholm; (5) Frederick Douglass; (6) Langston Hughes; (7) Martin Luther King, Jr.; (8) Thurgood Marshall; (9) Rosa Parks; (10) Jackie Robinson; (11) Sojourner Truth; (12) Harriet Tubman; (13) Ida B. Wells-Barnett; (14) Phillis Wheatley; and (15) Malcolm X. Descriptors: Biographies, Blacks, Cultural Awareness, Cultural Enrichment

Pflaum, William D. (2004). The Technology Fix: The Promise and Reality of Computers in Our Schools, Association for Supervision and Curriculum Development. During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar? (1) Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels; (2) Technology would transform the teacher's role from a purveyor of a one-size-fits-all curriculum to a facilitator of student exploration; (3) Technology would replace textbooks with dynamic, interactive learning resources that were always up-to-date; and (4) Technology would boost test scores, as engaged and motivated students acquired advanced skills, problem-solving abilities, and a growing thirst for knowledge. By 2001, educational materials developer William D. Pflaum had begun to suspect that technology was not the all-purpose solution it had seemed. Deciding to see how computers were really being used in U.S. classrooms, he embarked on a yearlong road trip to a cross-section of schools throughout the nation. In this book, he recounts his journey. Although he did find technology application to admire, too often he found broken promises: millions spent for little measurable gain, problems instead of solutions, a fix instead of a fix. This inside look at computer use in our schools shares the voices, experiences, triumphs, and frustrations of educators and students in urban, rural, and suburban settings. The author provides insight into the key roles that computers play in the classroom and clarifies what must be done to ensure that the promise of technology is fulfilled… and that students truly benefit. This book is organized into five parts. Part I, Commitment and Focus, includes the following chapters: (1) St. Mary's Elementary School; (2) Harriet Tubman Elementary School; (3) Longworth High School; (4) Washington-Connors Elementary School; and (5) Mitchell Elementary School. Part II, Commitment, Less Focus, presents the next series of chapters: (6) St. John's High School; (7) Longfellow Elementary School; (8) Ludlow Springs School District; and (9) Western Hills School District. Part III, Hit-or-Miss Commitment, includes: (10) Springdale High School; (11) Harrison Elementary Schools; (12) Woodvale Middle School; (13) City Academy; (14) Emerson Elementary School; (15) Lambert Elementary School; and (16) Carter Elementary School. Part IV, Too Troubled to Focus, presents: (17) Alexanderville School District; (18) Porter Elementary School; (19) Fisher High School; and (20) Lincoln Elementary School. Part V, Conclusions and Next Steps, contains the final two chapters of the book: (21) Computer Use in the Classroom; and (22) So What Should We Do? An index and a section with information about the author are also included.   [More]  Descriptors: Teaching Methods, Elementary Secondary Education, Technology Integration, Case Studies

Stoloff, David L. (1998). Developing Educational Signposts on the World Wide Web: A School-University Cooperative Curriculum Project. This project's goal was to develop a network of educational signposts and electronic textbooks to support K-12 student learning and curriculum articulation across eastern Connecticut and to enhance teacher education and graduate programs at Eastern Connecticut State University (ECSU). Through support from an AAUP-CSU grant, selected ECSU graduate students who were also K- 12 teachers in the region attended a summer workshop that focused on the development of web pages for the World Wide Web and commitment to integrating the World Wide Web into their curriculum. Participants learned how to use the World Wide Web and how to create home pages and electronic text. They developed a variety of electronic textbooks and school home pages. Project linkage titles included: "Find it on the World Wide Web,""Online Resources for Educators New to the Internet,""K12Links,""Curriculum Enhancement,""Newspapers in Education,""Glen Lessig's Education Technology Bookmarks,""Arline Mykietyn's Bookmarks on Harriet Tubman,""J.P.'s Eclectic Bookmarks," and "Mrs. Wargo's Bookmarks WJJS Media Center."   [More]  Descriptors: College School Cooperation, Computer Uses in Education, Curriculum Development, Electronic Text

Commeyras, Michelle (1995). What Can We Learn from Students' Questions?, Theory into Practice. Creating opportunities and encouraging student-centered questioning requires a special teacher-student dynamic. Students need to be empowered to ask questions. The article explores what teachers can learn from questions students ask, focusing on learning outcomes for teachers, and using a second-grade lesson on Harriet Tubman as an example. Descriptors: Classroom Communication, Constructivism (Learning), Discovery Learning, Discussion (Teaching Technique)

Lobb, Nancy (1995). 16 Extraordinary African Americans. This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader in helping slaves escape; (4) Ida B. Wells-Barnett, journalist; (5) Mary McLeod Bethune, educator; (6) Booker T. Washington, educator and founder of Tuskegee Institute; (7) W. E. B. Du Bois, scholar and advocate of black rights; (8) George Washington Carver, botanist; (9) Jackie Robinson, baseball star; (10) Thurgood Marshall, Supreme Court Justice; (11) Shirley Chisholm, Congresswoman; (12) Martin Luther King, Jr., civil rights leader; (13) Malcolm X, black rights leader; (14) Marian Wright Edelman, child advocate; (15) Jesse Jackson, civil rights leader; and (16) Maya Angelou, author and poet. Questions and activities for further learning and guidelines for teachers are included. Descriptors: Black Culture, Black History, Blacks, Childrens Literature

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Bibliography: Harriet Tubman (page 1 of 4)

This annotated bibliography is curated specifically for the Black Lives & Me website.  Some of the authors featured on this page include Zetta Elliott, Daniela Doyle, Chari R. Smith, Robert Albrecht, Andrew D. Schenck, Steven S. Lapham, Debra Viadero, Gladys Van Der Woude, Thomas N. Turner, and Dianne Hayes.

Crawford, Mary; Ruthsdotter, Mary (1982). Harriet Tubman and the Underground Railroad. Suitable for elementary level students, this study unit helps increase students' comprehension of the risks involved in a black person's flight from slavery and of Harriet Tubman's success in leading more than 300 slaves to freedom via the Underground Railroad. Five activity suggestions are followed by a reading on the life of Harriet Tubman. Study questions precede a song which may have served as a map and timetable for slaves. The brief document concludes with a list of recommended resources about Harriet Tubman and other related topics. An accompanying game board, which can be ordered from the publisher, leads students through a series of obstacles in their journey from the southern slave states to freedom in the northern United States and Canada.   [More]  Descriptors: Biographies, Black History, Black Studies, Educational Games

Lapham, Steven S.; Hanes, Peter; Turner, Thomas N.; Clabough, Jeremiah C.; Cole, William (2013). Middle Level Learning Number 47, Social Studies and the Young Learner. This issue's "Middle Level Learning" section presents two articles. The first is "Harriet Tubman: Emancipate Yourself!" (by Steven S. Lapham and Peter Hanes). "Argo," which won the 2012 Oscar for best picture, was about a daring escape of six U.S. diplomats from Iran during the 1979 hostage crisis. Now imagine the hero of that story returning to Iran time and again–rescuing captives with each furtive mission, ready to employ fanciful ruses each time to fool the suspicious enemy. Add miles of hiking through hostile territory in winter to some of these missions. If you perform that "mind experiment," then you begin to have an idea of the strength, courage, and achievement of a five-foot-tall African American woman: Harriet Tubman. Even then, you have considered only one method by which she resisted slavery (escape), one cause of several to which this American devoted her energy during her long life. In addition to being an Underground Railroad conductor and abolitionist, Tubman was a U.S. Civil War Union Army nurse, scout and spy; women's suffragist; and humanitarian. In 2013, the 100th anniversary of Tubman's death, UNESCO and U.S. and Canadian government agencies (as well as civic organizations) are creating new resources to help the public learn more about Tubman and her era. Lapham and Hanes have relied on some of these resources in creating this issue of "Middle Level Learning." The second article in this section is "An 'Urgent Brief': Social Studies and Writing Skills" (by Thomas N. Turner, Jeremiah C. Clabough, and William Cole). Any writer will tell you that writing skills and talent are not static, but dynamic. Even mature authors hope to keep growing in clarity, originality, and eloquence. Educators and psychologists have studied children as they learn to write, and they all note that the process is developmental. For example, students can be observed progressing from recording facts in a sentence, to pairing ideas in "couplets," to organizing "couplet collections," and finally to composing complete paragraphs. If teachers help students put their skills to work regularly, students will produce increasingly complex and meaningful works, but for many, it is a difficult challenge.   [More]  Descriptors: Slavery, Change Agents, Females, African American History

Schenck, Andrew D. (2015). The More Things Change, the More They Stay the Same: Gleaning Valuable Insights for Modern Educational Leadership from the Life of Harriet Tubman, Online Submission. Late in the 19th century, American communities were in a state of flux. As northern abolitionists fought against slavery, relationships among diverse members of society rapidly changed, forcing historical figures to adopt new leadership strategies. Like communities of the pre- and post-Civil War era, modern educational contexts reveal growing diversity (immigration) and rapid societal change (emergence of a large adult learner population and changes in communication), suggesting that analogous leadership skills may be needed to navigate diverse ethnic and social circles. The purpose of this study was to examine historical traits and behaviors conducive to leadership of diverse populations. Due to tremendous success in assisting runaway slaves, as well as service in a variety of capacities (conductor of the underground railroad, nurse, career trainer, and military captain), Harriet Tubman was deemed an ideal candidate for examination. Her experiences and behaviors were analyzed in detail, resulting in a number of recommendations for leadership training and governance of today's American schools.   [More]  Descriptors: Instructional Leadership, United States History, Females, African American History

Tabone, Carmine; Albrecht, Robert (2000). Harriet Tubman and the Underground Railroad: A Drama Workshop for Junior High and High School Students, Stage of the Art. Claims drama in the classroom offers teachers an opportunity to "bring to life" the challenges and triumphs of African Americans. Describes a drama workshop based on the story of Harriet Tubman and the Underground Railroad. Descriptors: Black Culture, Blacks, Colonial History (United States), Drama Workshops

Strangman, Nicole (2002). Harriet Tubman and the Underground Railroad: Bringing a Second-Grade Social Studies Curriculum Online, Reading Online. Includes an interview with second-grade teacher Patty Taverna and computer teacher Terry Hongell. Explains that their collaboration on social studies projects yielded some remarkable activities. Outlines the first such project–the "Harriet Tubman and the Underground Railroad" website. Descriptors: Class Activities, Grade 2, Internet, Interviews

Mensher, Gail B. (1994). A Harriet Tubman Celebration: Here's How We Do This Annual Mixed-Age Project, Young Children. Describes one school's annual celebration of Harriet Tubman, 19th-century African-American heroine of the Underground Railroad. Children ages 4-11 engage in multisensory and cognitive learning activities designed to help them understand the rich traditions of early African Americans and the abolitionist movement to end slavery. Activities culminate in a reenactment of a trip on the Underground Railroad. Descriptors: Black History, Black Studies, Blacks, Elementary Education

Elliott, Zetta (2011). A Storied Past: The Best Tales are Often Found Right inside Your Own Front Door, School Library Journal. In this article, the author talks about her past experiences and how she immersed herself in African-American literature. While teaching a journalism class in an after-school program at the Decatur Clearpool Beacon School in Brooklyn's Bed-Stuy section, the author realized that most of her students had no sense of African-American history beyond a basic knowledge of Harriet Tubman and Martin Luther King, Jr. She did all she could to help her students see the past–their past–with fresh eyes. This experience in Bed-Stuy made her determined to show her deep respect for Africa in her writing for children. She began to craft stories that honored the past yet also conveyed possibility for the future. The author hopes that her writing will encourage others to ask, "What if?" For it is knowledge of the past and faith in the possible that ultimately shape the future people will share.   [More]  Descriptors: African American Literature, Foreign Countries, United States Literature, African American History

Wineburg, Sam; Monte-Sano, Chauncey (2008). Who Is a Famous American? Charting Historical Memory across the Generations, Phi Delta Kappan. This article presents a survey designed to investigate what young people know about history. The survey was administered to 2,000 high school juniors and seniors across all 50 states. The students were asked to "jot down the names of the most famous Americans in history," with the caveat that they could not include U.S. Presidents or First Ladies. Of the thousands of figures whom students listed on their questionnaires, only five names appeared on a quarter of all lists. The top three were all African Americans: Martin Luther King, Jr., Rosa Parks, and Harriet Tubman. Students' geographic region had almost no influence on their responses, while gender played a somewhat larger role. It was discovered that the most pronounced differences in students' responses were between races–particularly between African American and white students. Whereas black students' top 10 consisted of nine black figures and one white, white students' top 10 included six whites and four blacks. Results show, however, that the extent to which all Americans now place Black Americans at the top of their lists is a finding few would have predicted. Results suggest that those who fretted that opening up the canon to women and minorities would be the downfall of national historical culture were certainly off the mark.   [More]  Descriptors: African Americans, United States History, High School Students, White Students

Viadero, Debra (2005). A Cultural Odyssey, Education Week. This article discusses how a lifetime of research has led Edmund W. Gordon to the conviction that it is the out-of-school extras that nurture children's intellect. A half-century ago, the noted psychologist Edmund W. Gordon and his physician wife, Susan, opened a children's health clinic here in central Harlem. For as little as a quarter, poor families in the community could go to the Harriet Tubman Clinic for Children on St. Nicholas Avenue to get a child a checkup or vaccination. Now, in his ninth decade, Gordon is back doing good in Harlem. This article talks about "supplementary education" as coined by Edmund w. Gordon, which refers to the whole gamut of out-of-school educational experiences that shape children's intellectual development. This article also discusses Gordon's aim to close the achievement gap separating African-American and Hispanic children from their higher-achieving white and Asian-American peers.   [More]  Descriptors: Intellectual Development, Educational Experience, Supplementary Education, After School Education

Doyle, Daniela; Field, Tim (2013). The Role of Charter Restarts in School Reform: Honoring Our Commitments to Students and Public Accountability, Public Impact. Charter school boards enter into a critical bargain: autonomy for accountability. Compared with their traditional district counterparts, they operate with relative freedom in curriculum, hiring, budgeting, and other operational decisions. In exchange, they are held accountable for student performance in ways that traditional district schools are not: If they fail to meet the expectations set in their charter, they may be closed. Closing a school–which dissolves the charter and charter organization, liquidates its assets, and requires that students reenroll elsewhere–can be a difficult choice, especially when the students have few or no high-quality school options available. Closing the charter could result in sending students to schools that may be only marginally better, or sometimes even worse. The sector needs a pathway to create high-quality seats for these students while still holding the adults in the building accountable for low performance. This report explores a variation on school closure–charter school "restarts." Charter school restarts represent a relatively new strategy for intervening in charter schools when performance does not meet expectations–not just as a last-ditch effort to avoid closure, but as a proactive strategy that responsible boards and authorizers can initiate when the conditions are right. This report: (1) takes a closer look at how restarts fit within the larger context of charter school quality and accountability, and when a restart might be a viable option for charter authorizers and boards to pursue; (2) describes how charter restarts have played out at five schools–Henry Ford Academy: Power House High in Chicago; Harriet Tubman in New Orleans; Paul Robeson in Trenton, New Jersey; Harlem Day in New York; and Hardy Williams in Philadelphia. These examples draw on more than a dozen interviews with current and former charter operators, board members, and authorizers to identify trends, decision points, and lessons learned; and (3) offers recommendations for board members and charter authorizers interested in pursuing a restart strategy, drawing on lessons learned from the school profiles and discussions with leaders in the field.   [More]  Descriptors: Educational Change, School Closing, Charter Schools, Educational Quality

Woodbum, Stephen M. (2006). Do Old Ladies Make World History?: Student Perceptions of Elder Female Agency, History Teacher. In this article, the author shares the views of his undergraduate students regarding elder female agency and their answers to the question: "Do old ladies make world history?" Because his undergraduate students mostly view the past in terms of the Great Man theory of history, which holds that those who make history are necessarily great, and usually men, their answers to the question, predictably, vary from an unconditional, "No," to a noncommittal, "In the background, somewhere, maybe." Some can muster a few high-profile examples of older women on the world stage, like Mother Theresa, Queen Victoria, Clara Barton, or Sojoumer Truth. They are just as likely, by the way, to confuse "old" with "having lived long ago," which leads them to include Harriet Tubman or Florence Nightingale. In point of fact, both did live to a ripe old age, but people know them for things they accomplished during their 20s and 30s. To make his point, the author gave his students a series of articles from the "Washington Post" recounting events during the attempted coup by Soviet hardliners in August 1991, and another set of articles from the "Moscow Times" in 2001, reflecting on the 10th anniversary of the events. His students had read the sources, but they had not noticed, let alone been surprised, by the evidence that older women undoubtedly took part in these collective acts of resistance, even performing heroically on occasion. He concludes that people underestimate the historical agency of older women, not because the evidence is lacking, but because they are not prepared to note what is there. This is probably less a function of historiography, or how history is "told," than a function of what might be called the "sociology of history," meaning how history is "absorbed," or set against prior assumptions.   [More]  Descriptors: Females, Older Adults, Age Differences, Age Discrimination

Smith, Chari R. (2003). Extraordinary Women from U.S. History: Readers Theatre for Grades 4-8. Readers Theater is a presentation by two or more participants who read from scripts and interpret a literary work in such a way that the audience imaginatively sense characterization, setting, and action. Traditionally, the primary focus of readers theater is on an effective reading of the script, not on a dramatic presentation. The scripts in this collection on women were developed from historical events elements have been added for the purpose of illustrating the time period in which the women lived. The Readers Theater format of the collection's scripts empowers students to focus on learning about historical events of the women's lives while bringing those events to life in the classroom. Following an Introduction, chapters (scripts) in the collection are: (1) Warm-Up Theatre Activities; (2) Sacagawea; (3) Susan B. Anthony; (4) Harriet Tubman; (5) Elizabeth Blackwell; (6) Nellie Bly; (7) Amelia Earhart; (8) Laura Ingalls Wilder; (9) Eleanor Roosevelt; (10) Babe Didrikson Zaharias; and Conclusion. Each play includes a background, presentation suggestions, listing of characters, and follow-up activities. Contains 3 general references. Descriptors: Audience Awareness, Females, Intermediate Grades, Learning Activities

Harmon, Janis M.; Hedrick, Wanda B. (2000). Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies, Reading Teacher. Describes an instructional framework "zooming in and zooming out" that helps teachers scaffold student learning of important vocabulary and concepts in social studies. Describes procedures for implementation, depicting a lesson used by a fifth-grade teacher to discuss readings about Harriet Tubman. Descriptors: Concept Formation, Concept Teaching, Content Area Reading, Elementary Education

Hayes, Dianne (2012). Cataloging the Pan-African Experience, Diverse: Issues in Higher Education. Of all the honors and accolades bibliophile and noted authority on the Underground Railroad Charles Blockson has received, being bequeathed recently with some of Harriet Tubman's personal items by her great-niece is one of the most significant experiences of his life. A longtime collector of books and rare items by and about African-Americans, Blockson has amassed the largest privately held collection, which he donated to Temple University in 1984. The Charles L. Blockson Afro-American Collection is one of the nation's leading research facilities for the study of the history and culture of people of African descent. The Blockson collection has grown to more than 200,000 items including books, photographs, drawings, manuscripts, prints, sheet music, posters and artifacts. The Blockson Collection's rare book section is extensive in first-edition Afro-American and Caribbean holdings dating back to as early as the 16th century. Among the highly prized works in the rare book collection are the complete first editions of the writings of Phillis Wheatley, George Washington Williams, Booker T. Washington, Charles Chesnutt, Francis Harper, Joseph Wilson, William Wells Brown, W.E.B. DuBois, Hughes, Richard Wright, Chester Himes and numerous others. The collection also contains one of the more comprehensive repository holdings of the Harlem Renaissance and the Black Power movement of the 1960s. Another notable feature of the Blockson Collection is the assortment of rare African and Caribbean Bibles. The collection also includes several Bibles in West Indian Creole.   [More]  Descriptors: Library Materials, African American Influences, African American Achievement, African American Culture

Van Der Woude, Gladys (2002). Harriet Tubman Integrated Unit. ArtsEdge Curricula, Lessons and Activities. Harriet Tubman, a famous Civil War freedom fighter from Maryland, is the focus of this unit that integrates the arts and history. Students will learn about Harriet Tubman through music, art, dance, literature, and reference materials. The five lessons will be models and a springboard for the research projects that the students will complete about other famous Marylanders. The students will use the information they obtain to create their own songs, dances, dramas, and/or art work. They will use those projects to prepare a presentation using HyperStudio–the HyperStudio stacks will be linked together in a virtual Maryland Biography Quilt. The unit can be adapted to focus on famous people from other states, African Americans, famous women, freedom fighters, people involved in the Civil War and/or the Underground Railroad, etc. The HyperStudio stack may be replaced by individual web pages that are interlinked to form a student publication. Each lesson offers an overview; suggests length and grade level; cites subjects and subtopics; lists teacher resources; and addresses National Standards for Arts Education and other standards. Each lesson also identifies instructional objectives and strategies; provides a detailed, step-by-step instructional plan; suggests assessment and extension activities; and lists teacher references.   [More]  Descriptors: Civil War (United States), Class Activities, Classroom Techniques, Fine Arts

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Bibliography: W. E. B. Du Bois (page 10 of 10)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Michael A. Oliker, Werner J. Lange, Lester F. Goodchild, Hugh M. Jenkins, James B. Stewart, Judith Jackson Fossett, Everett S. Lee, Dimitri D. Lazo, Amy Ling, and Craig Cunningham.

Jones, Lewis W.; Lee, Everett S. (1974). Rural Blacks–A Vanishing Population. The rural Negro population has been of public concern since the slave status was defined and an ideological defense of that status began to take shape. When slavery ended, a definition of the Negro status in custom and in law was undertaken wherever Negro people were concentrated. Controls were devised to "keep the Negro in his place." That place for decades was to be in the rural South and largely in the agricultural enterprises until the impact of World War I was felt in the United states. In order to place a discussion of the rural Negro at a conference identified with W.E.B. DuBois several references are mentioned and discussed. By 1970, 80 percent of the black population is in urban places and nearly 74 percent are in metropolitan areas. No more than half (53 percent) of the black population is southern, and in no state is the black population much more than a third. The black farmers who remain are highly concentrated, specialize in cash crops, and operate small units with little monetary return. Current trends do not encourage hopes for a resurgence of blacks in agriculture in the South. Despite what appears to be a high rate of reproduction the black farm population is diminishing. There is a high rate of out-migration from rural populations, and the number of children is diminishing relative to the total population. A high proportion of the black children in rural farm areas are those of people who are dead, who are living elsewhere, or who are members of subfamilies whose heads are not household heads.   [More]  Descriptors: Agricultural Laborers, Agricultural Occupations, Black History, Black Population Trends

Hill, Patricia L. (1978). American Popular Response to W.E.B. Du Bois's "The Souls of Black Folk.", Western Journal of Black Studies. Reactions of literary critics and popular journalists to "The Souls of Black Folk" are discussed. Descriptors: Attitudes, Black History, Black Literature, Literary Criticism

Spring, Joel (1994). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. This book provides background for understanding contemporary issues and problems in multicultural education by examining the history of education of four dominated groups in the United States: Native Americans, African Americans, Puerto Ricans, and Mexican Americans. The book focuses on three concepts: deculturalization–attempts to strip away the cultures of conquered peoples and replace them, through education, with European American culture; segregation; and resistance and activism by dominated cultures in response to deculturalization and segregation. Chapter 1 outlines the history of education of Native Americans, including early federal Indian education policies; the Civilization Fund Act of 1819, which supported missionary schools; the success of Cherokee and Choctaw tribal educational systems; the development of reservations and boarding schools; and the Meriam Report. Chapter 2 discusses the colonization and Americanization of Puerto Rico, public school practices to build loyalty to the United States, and Puerto Rican resistance. Chapter 3 examines Black education during slavery and the Reconstruction Era; segregation of public schools to reconcile southern Whites and as a means of maintaining an inexpensive source of labor; and resistance to segregation by W. E. B. DuBois, a founder of the NAACP. Chapter 4 describes the treatment of Mexicans in conquered Mexican territories, the great Mexican immigration during the early 1900s, development of segregated schools with English-only policies, and support for bicultural bilingual education by LULAC (League of United Latin American Citizens). Chapter 5 discusses educational aspects of the Great Civil Rights Movement of the 1950s-70s; effects on the four minority groups; and development of bilingual, ethnocentric, and bicultural education. Contains references and an index. Descriptors: Acculturation, American Indian Education, American Indians, Black Education

Goodchild, Lester F., Ed.; Wechsler, Harold S., Ed. (1997). The History of Higher Education. Second Edition. ASHE Reader Series. This reader introduces students to the history of U.S. higher education. It is designed for courses in educational history or in United States history dealing with intellectual history. The selections are: (1) "History of Universities" (Harold Perkin); (2) "College" (Lawrence A. Cremin); (3) "From Religion to Politics; Debates and Confrontations over American College Governance in Mid-Eighteenth Century America" (Jurgen Herbst); (4) "'For the Children of the Infidels?' American Indian Education in the Colonial Colleges" (Bobby Wright); (5) "From Tutor to Specialized Scholar: Academic Professionalization in Eighteenth Century and Nineteenth Century America" (Martin Finkelstein); (6) "The Scottish Enlightenment and the American College Ideal" (Douglas Sloan); (7) "Freedom and Constraint in Eighteenth Century Harvard" (Kathryn M. Moore); (8) "The Social Function of Eighteenth Century Higher Education" (Phyllis Vine); (9) "Statutes of Harvard, 1646"; (10) "The Harvard Charter, 1650"; (10) "The Antebellum College and Academy" (Robert L. Church and Michael W. Sedlak); (11) "'College Enthusiasm!' as Public Response: 1800-1860" (David B. Potts); (12) "How To Think about the Dartmouth College Case" (John S. Whitehead and Jurgen Herbst); (13) "From Republican Motherhood to Race Suicide: Arguments on the Higher Education of Women in the United States, 1820-1920: (Patricia A. Palmieri); (14) "The Impact of the 'Cult of True Womanhood' on the Education of Black Women" (Linda M. Perkins); (15) "The Yale Report of 1828"; (16) "Backdrop" (Carol S. Gruber); (17)"Misconceptions about the Early Land-Grant Colleges" (Eldon L. Johnson); (18) "The University and the Social Gospel: The Intellectual Origins of the 'Wisconsin Idea'" (J. David Hoeveler, Jr.); (19) "In Search of a Direction: Southern Higher Education after the Civil War" (Joseph M. Stetar); (20) "The Origins of Federal Support for Higher Education" (Roger L. Williams); (21) "Research, Graduate Education, and the Ecology of American Universities: An Interpretive History" (Roger L. Geiger); (22) "The Development of the Social Sciences" (Dorothy Ross); (23) "Changes and Increases in Administrative Personnel" (John S. Brubacher and Willis Rudy); (24) "Toward System" (Hugh Hawkins); (25) "The Age of the College" (W. Bruce Leslie); (26) "Where Coeds Were Coeducated: Normal Schools in Wisconsin, 1870-1920" (Christine A. Ogren); (27) "The Morrill Act, 1862"; (28) "List of the 107 Land-Grant Institutions in the United States and Its Territories"; (29) "Liberty in Education" (Charles E. Eliot); (30) "The Nature and Function of a University" (Daniel Coit Gilman); (31) "Professional Education" (John S. Brubacher and Willis Rudy); (32) "Surveying the Professions" (Ellen Condliffe Lagemann); (33) "The Education of the Educating Professions" (Lawrence A. Cremin); (34) "An Academic Gresham's Law: Group Repulsion as a Theme in American Higher Education" (Harold S. Wechlser); (35) "Taming the Apostles of Liberal Culture: Black Higher Education, 1900-1935" (James D. Anderson); (36) "The American Compromise: Charles W. Eliot, Black Education, and the New South" (Jennings L. Wagoner, Jr.); (37) "From Seminary to University: An Overview of Women's Higher Education, 1820-1920" (Lynn D. Gordon); (38) "Value Conflict on the Community College Campus: An Examination of Its Historical Origins" (Robert T. Pedersen); (39) "Discrimination in College Admissions" (David O. Levine); (40) "The Turning Point in American Jesuit Higher Education: The Standardization Controversy between the Jesuits and the North Central Association, 1915-1940" (Lester F. Goodchild); (41) "The Talented Tenth" (W. E. B. Du Bois); (42) "1940 Statement of Principles"; (43) "American Higher Education: Past, Present, and Future" (Martin A. Trow); (44) "The World Transformed: A Golden Age for American Universities, 1945-1970" (Richard M. Freeland); (45) "McCarthyism and the Professoriate: A Historiographic Nightmare?" (Philo A. Hutcheson); (46) "From Truman to Johnson: Ad Hoc Policy Formulation in Higher Education" (Janet C. Kerr); (47) "A Spectre IS Haunting American Scholars: The Spectre of 'Professionalism" (Walter P. Metzger); (48) "Historically Black Colleges and Universities: Their Place in American Higher Education" (Julian R. Roebuck and Komaduri S. Murty); (49) "Indian, Chicano, and Puerto Rican Colleges: Status and Issues" (Michael A. Olivas); (50) "The Female Paradox: Higher Education for Women, 1945-1963";(51) "Overview of the Unrest Era" (Alexander W. Astin, Helen S. Astin, Alan E. Bayer, and Ann S. Bisconti); (52) "American Student Politics: Activism in the Midst of Apathy" (Philip G. Altbach); (53) "The G. I. Bill of Rights, 1944"; (54) "Report of the President's Commission on Higher Education, 1947"; and (55) "The Higher Education Act of 1965." (Contains 382 references.) Descriptors: Access to Education, Colleges, Educational History, Equal Education

Fletcher, Diorita C. (1973). W. E B. Du Bois' Arraignment and Indictment of White Civilization, Black World. Du Bois coupled his studies of black American and African history with the condemnation of white civilization in such a manner as to suggest that to study the one was to expose the other. Descriptors: African History, Black History, Black Literature, Black Studies

Fossett, Judith Jackson, Ed.; Tucker, Jeffrey A., Ed. (1997). Race Consciousness. African-American Studies for the New Century. This collection of essays represents new scholarship in African American studies, drawing lessons from the past and providing insights into current intellectual trends. Topics such as the culture of America as a culture of race, legacies of slavery and colonialism, crime and welfare politics, and African American cultural studies are addressed. The following essays are included: Part 1–"Introduction: Looking B(L)ackward: African-American Studies in the Age of Identity Politics" (Robin D. G. Kelley): (1) "Spectors of Race: The Culture of America as a Culture of Race"; (2) "Whose Line Is It Anyway? W. E. B. Du Bois and the Language of the Color Line" (Gavin Jones); (3) "(K)night Riders in (K)night Gowns: The Ku Klux Klan, Race, and Constructions of Masculinity" (Judith Jackson Fossett); (4) "Blackness 'Scuzed: Jimi Hendrix's (In)visible Legacy in Heavy Metal" (Jeremy Wells); Part 2–"Historical (Re)Vision: Legacies of Slavery and Colonialism": (5) "Under One Roof: The Sins and Sanctity of the New Orleans Quadroon Balls" (Monique Guillory); (6) "Traumatic Repetition: Gayl Jones's 'Corregidora'" (Bruce Simon); Part 3–"Race(d) Men and Race(d) Women: African-American Cultural Studies": (7) "Exodus and the Politics of Nation" (Eddie S. Glaude, Jr.); (8) "'Can Science Succeed Where the Civil War Failed?' George S. Schuyler and Race" (Jeffrey A. Tucker); (9) "Hanging on Their Walls: 'An Art Commentary on Lynching,' The Forgotten 1935 Art Exhibition" (Margaret Rose Vendryes); (10) "The Soles of Black Folk: These Reebocks Were Made for Runnin' (from the White Man)" (John L. Jackson, Jr.); and Part 4–"Cracking the Code: Exposing the Nation's Racial Neuroses": (11) "Why Gingrich? Welfare Rights and Racial Politics, 1965-1995" (Felicia A. Kornbluh); (12) "Criminality and Citizenship: Implicating the White Nation" (Karen Ho and Wende Elizabeth Marshall); (13) "Jim Crow Science and the 'Negro Problem' in the Occupied Philippines, 1898-1914" (Paul Kramer); and (14) "Black Power, White Fear: The 'Negro Problem' in Lawrence, Kansas, 1960-1970" (Rusty L. Monhollon). Descriptors: Black Culture, Black History, Black Studies, Blacks

Lazo, Dimitri D. (1981). Comparative Explorations of the Black and Immigrant Experience: Teaching Ethnic Studies at Alverno College. This paper describes an ethnic studies course taught at Alverno College, Milwaukee, Wisconsin. The course is offered as a two semester, hour elective in the Weekend College which provides women an opportunity to complete a college degree by attending classes on weekends only. The course meets for three hours every other weekend for a total of seven sessions. Because Milwaukee has a large black population and a history of racial conflict, the course concentrates on comparing the experiences of the blacks with the experiences of immigrants. The first session explores the concept of ethnicity and relates it to contemporary American life. The next two sessions concentrate on the immigrant experience, addressing such issues as residential and employment patterns, generational tensions, and the process of adaptation, acculturation, and assimilation. The fourth and fifth sessions of the course deal with black life and history, emphasizing slavery, the conflicting strategies of Booker T. Washington and W.E.B. DuBois for black progress, and the black migration to urban-industrial America. The last two sessions are a comparative exploration of the black and immigrant experience. Required readings in the course are Colin Greer's collection of essays "Divided Society: The Ethnic Experience in America," Thomas Sowell's "Race and Economics, " and Federman and Bradshaw's collection of ethnic prose and poetry "Speaking for Ourselves." Students discuss the readings in class and write essays about them. Students are also asked to write a family history. Appendices contain a class calendar, sample class assignments, and a guide for a family history. Descriptors: Black Studies, Blacks, Comparative Analysis, Course Descriptions

Brown, Wesley, Ed.; Ling, Amy, Ed. (1993). Visions of America: Personal Narratives from the Promised Land. A Multicultural Anthology of Autobiography and Essay. This anthology of personal narratives and excerpts from memoirs and autobiographies is seen as a companion to the earlier anthology, "Imagining America: Stories from the Promised Land." While focusing on nonfiction, this book continues the exploration of emigration to and migration within the United States in the 20th century. However, the scope of this volume has expanded beyond the specific tensions of being an American with an embattled past and present to include personal essays addressing historical moments that have defined U.S. life during this century. Selections include: (1) "The Ghost Dance War" (Charles Alexander Eastman); (2) "Of the Black Belt" (W. E. B. Du Bois); (3) "Leaves from the Mental Portfolio of an Eurasian" (Sui Sin Far); (4) "The Myth That Made Hollywood"  (Anzia Yezierska); (5) "Echoes of the Jazz Age" (F. Scott Fitzgerald); (6) "Choosing a Dream: Italians in Hell's Kitchen" (Mario Puzo); (7) "From 'America is in the Heart'" (Carlos Bulosan); (8) "To Begin With" (Vivian Gornick); (9) "The Making of a Writer: From The Poets in the Kitchen" (Paule Marshall); (10) "Split at the Root: An Essay on Jewish Identity" (Adrienne Rich); (11) "From 'A Native Hill'" (Wendell Berry); (12) "From 'The Names'" (N. Scott Momaday); (13) "Pearl Harbor Echoes in Seattle" (Monica Stone); (14) "The Messenger of the Lost Battalion" (Gregory Orfalea); (15) "Going Home: Brooklyn Revisited" (Barbara Grizzuti Harrison); (16) "Suburbs" (Geoffrey O'Brien); (17) "Silent Dancing" (Judith Ortiz Cofer); (18) "Love Me or Leave Me" (Bharati Mukherjee); (19) "From 'The Woman Warrior'" (Maxine Hong Kingston); (20) "2G" (Sonia Pilcer); (21) "A Book-Writing Venture" (Kim Yong Ik); (22) "'I Can't Stand Your Books': A Writer Goes Home" (Mary Gordon); (23) "From 'Lost in Translation: A Life in a New Language'" (Eva Hoffman); (24) "From 'Hunger of Memory'" (Richard Rodriquez); (25) "'Tomorrow is for Our Martyrs'" (James Farmer); (26) "The White Album" (Joan Didion); (27) "From 'Born on the Fourth of July'" (Ron Kovic); (28) "From 'No Name in the Street'" (James Baldwin); (29) "Amerka, Amerka: A Palestinian Abroad in the Land of the Free" (Anton Shammas); (30) "Like Mexicans" (Gary Soto); (31) "Report from the Bahamas" (June Jordan); (32) "Immigrant Waves" (Michael Stephens); (33) "Homesick" (Jessica Hagedorn); (34) "Two Cuban Dissidents: Heberto Padilla and Belkis Cuza Male" (Pablo Medina); (35) "From 'Hunting Mister Heartbreak: A Discovery of America'" (Jonathan Raban); and (36) "The Solace of Open Spaces" (Gretel Ehrlich). Descriptors: Anthologies, Authors, Ethnic Groups, Ethnic Relations

Morgan, Harry (1997). Historical Perspectives on Biographies for Children as Content for Multicultural Education. Booker T. Washington and W. E. B. Du Bois were two African American scholars of the later 1800s and early 1900s who captured the imagination of both blacks and whites at various levels of society. They disagreed on how blacks should be educated and what they should be taught. Du Bois wanted blacks to become intellectuals, equal to white scholars, while Washington insisted on basic skills and vocational education. A study of the childhood of each man reveals the etiology of their personal and professional philosophies and illustrates how the study of an important figure can be content for multicultural education. The ideas of James Banks relative to personal knowledge and cultural knowledge are illustrated in the early lives of Du Bois and Washington. Washington, born into slavery in 1856, became the most well-known black educator of his time. Although he founded Tuskegee University, he stressed the importance of basic education and vocational skills for all blacks. The roots of this philosophy may be found in his childhood of poverty and limited access to basic education. Du Bois, born in 1868, was the only black student in his high school graduating class. His opportunities for schooling were consistent and free, and formed the basis for his emphasis on higher academic education and the importance of scholarship. The philosophies of these men were formed by their experiences, as educational theories have often stressed. A study of their early lives illustrates the importance of experience in the formation of the individual and provides material that can be used in multicultural education of children. (Contains 15 references.)   [More]  Descriptors: Academic Achievement, Biographies, Black History, Blacks

Henderson, Vivian W. (1976). Race, Economics, and Public Policy with Reflections on W. E. B. DuBois, Phylon. Outlines a partial framework of the range of concerns embraced by DuBois on matters pertaining to economic disadvantagement of black people, and offers some analysis of what the evolutionary process has yielded black people as economic participants and the implications of these facts for public policy today and tomorrow. Descriptors: Black History, Blacks, Economic Opportunities, Employment Opportunities

Jenkins, Hugh M.; And Others (1977). Boston: An Urban Community. Boston's Black Letters: From Phillis Wheatley to W. E. B. DuBois. Culture and Its Conflicts: The Example of Nineteenth-century Boston. The Emerging Immigrants of Boston. Annotated Reading Lists. These three annotated reading guides were developed for courses offered at the Boston Public Library under the National Endowment for the Humanities Learning Library Program. The permutations in style and content of black Boston literature are exemplified in this collection of 18 writings to serve as an index to the cultural and social life of the Boston community, both black and white. The 16 selections in the second set are illustrative of the cultural triumphs of nineteenth century Boston and also of its failure to sustain a healthy, unified culture under the pressure of social change in the latter part of the century. The third listing of 63 readings shows the impact of the immigrants on Boston's existing institutions, values, and patterns of living, the mediation of tension normative to a multiethnic society, and the expansion of the definition of Bostonian.   [More]  Descriptors: Annotated Bibliographies, Black History, Cultural Enrichment, Educational Programs

Oliker, Michael A., Ed.; Blacker, David, Ed.; Cunningham, Craig, Ed.; Stark, Thomas I., Ed. (1999). Proceedings of the Midwest Philosophy of Education Society, 1997-1998. These proceedings are composed of the papers presented at the 1997 and 1998 Annual Meetings of the Midwest Philosophy of Education Society. The 1997 papers include: "The Role of Cognitive Science in Philosophy of Education" (Jerome A. Popp); "On Accountability and Accreditation in Teacher Education: A Plea for Alternatives" (Gary D. Fenstermacher); "Searching for Teacher Education Programs that are Consistent with Democratic Ideals–A Response to Professor Fenstermacher" (Ronald Swartz); "On Anti-Intellectualism in Popular Culture: Bud Abbott, Lou Costello, and Lon Chaney, Jr. Go To College" (Michael A. Oliker); "Character Education in John Dewey" (Holly Salls); "H. G. Wells and the Origins of Progressive Education" (Don G. Smith); "John Dewey's 'Experience and Education' and Museum Education" (Ted Ansbacher); "Breaking the Silence" (Louis Silverstein); "Multiculturalism and the Teaching of Literature" (Allan Johnston); "Waiting: Killing Time? Playtime?" (Walter P. Krolikowski); "Rousseau and the Religious Basis of Political Order" (John M. Fennell); "The Discourse of Natural Instruction in Rousseau's 'Emile'" (Guillemette Johnston); "Hermeneutic Disclosure as Freedom: John Dewey and Paulo Freire on the Non-Representational Nature of Education" (Anthony Petruzzi); and "Models of Educational Democracy" (Walter Feinberg, Belden Fields, and Nicole Roberts). The 1998 papers presented included: "Historical Precedents Concerning the Mission of the University" (John C. Scott); "How We Go On: Values Education and Reinhabitation in Gary Snyder's 'The Practice of the Wild'" (Allan Johnston); "Toward a Progressivist Philosophy of Environmental Education" (Ron Meyers); "Savages, Barbarians, Civilized: A Case of Survival?" (Walter P. Krolikowski); "W. E. B. Du Bois and the Hampton Idea" (Percy L. Moore); "Dewey, Correctional Education, and Offender Habilitation" (Clyde A. Winters); "Nietzsche as Educator" (Kirk Wolf); "Toward A Nietzschean Pedagogy" (Maughn Gregory); "The Theatre of Education: Rousseau's 'Lettre a d'Alembert' and 'Emile'" (Guillemette Johnston); "Educational Implications of H. G. Wells"The Time Machine' and 'The Wonderful Visit'" (Don G. Smith); "The Marriage of Self and World: John Dewey and Stanley Cavell on the Romantics" (David Granger); "Understanding Wisdom: Its Nature and Development" (David B. Annis); "Socrates and Aristotle's Contribution to the Character Education Movement: Can Character and Virtue Be Taught?" (Madonna Murphy); "On Some Positions in Ray Boisvert's Recent Book" (Howard G. Callaway); "John Dewey's Educational Theory and the Challenge of American Racism" (Steve Fishman and Lucille McCarthy); "John Dewey, Democracy and Education, and What We May Expect from Schools" (Joop W. A. Berding and Siebren Miedema); "Boisvert and the Levels of Deweyan Engagement" (Alan G. Phillips, Jr.); "Dewey Now: Lived Experience versus Scientific Method" (Raymond D. Boisvert); "Bloom and His Critics: Nihilism and 'True Education'" (Jon M. Fennell); and "Cognition, Dewey, and the Organization of Teacher Education in Small Schools" (Clyde A. Winters and Cynthia K. Valenciano). The volume concludes with memorials to Arthur Brown, Harry S. Broudy, C. J. B. MacMillian, and Frederick L. Will, six appendices, and an index.   [More]  Descriptors: Citizenship Education, Critical Thinking, Educational History, Educational Philosophy

Stewart, James B. (1983). Psychic Duality of Afro-Americans in Novels of W. E. B. DuBois, Phylon. Examines treatment of "double-consciousness" in DuBois' novels in the light of (1) the extent to which it provides Blacks with a vision unavailable to non-Blacks; (2) the nature and strength of cultural ties that bind Blacks together; and (3) the process by which liberation of the Black psyche is achieved. Descriptors: African Culture, Black Attitudes, Black History, Black Literature

Alilunas, Leo J. (1973). What Our Schools Teach About Booker T. Washington and W. E. B. DuBois, Journal of Negro Education. Reports an investigation applying the criteria of balance as regards emphasis and space in textbooks and other instructional materials, and of accuracy of historical interpretation, to the treatment of two black leaders in elementary and secondary school curricula. Descriptors: Black History, Black Leadership, Black Studies, Curriculum Development

Lange, Werner J. (1983). W. E. B. DuBois and the First Scientific Study of Afro-America, Phylon. DuBois' scholarly efforts from 1894 to 1915 provided social science with its first acceptable and comprehensive analysis of Afro-American culture. DuBois should be viewed not only as the foremost pioneer of Black Studies but also as one of the founders of American social sciences. Descriptors: Anthropology, Black Culture, Black History, Black Studies

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Bibliography: W. E. B. Du Bois (page 09 of 10)

This bibliography is independently curated for the Black Lives & Me website.  Some of the authors featured on this page include Jean Wagner, Mae Walker, Scott Zaluda, PA. Pittsburgh School District, Michael A. Oliker, Cambridge Harvard Univ, Mary Jean Sylvester, Shirley Wilson Logan, Washington Joint Center for Political Studies, and Clarence S. Kailin.

Reedom, John Anthony (1977). Dubois and Washington — Opposite or Similar: An Evaluation of the Philosophies of Washington and Dubois. Although comparative analysis of the philosophies of Booker T. Washington and W.E.B. DuBois reveals significant differences in preferred solutions to problems of blacks in the United States, the philosophies of the two men are not as diametrically opposed as scholars have generally maintained. Washington's philosophy was one of conciliation between whites and blacks and gradual integration of blacks into the mainstream of society. He recommended that blacks minimize racial prejudice by acknowledging whites as friends, accepting the separate but equal doctrine, seeking vocational training, and cultivating Christian values. DuBois, on the other hand, stressed that blacks would achieve racial equality more quickly by following aggressive and talented black leadership. His philosophy was based upon a rationalist belief that learning and reasoning by blacks and whites would achieve social justice. In spite of these differences in approach toward equality for blacks, however, the main thrust of each philosophy was first class citizenship for black Americans. The conclusion is that the ideological aspects of the controversy which developed between DuBois and Washington in their attempts to become spokesmen for black Americans could have been resolved if the two men's personal differences had not been as great. Descriptors: Academic Achievement, Attitudes, Blacks, Comparative Analysis

Zaluda, Scott (1995). Composing a "National Negro Theater": Playwriting Courses at Howard University in the 1920s. Educators today may find a historical review of the Howard Players at Howard University (Washington, D.C.) in the 1920s important because of its implicit commentary on what constitutes community. While the Howard Players are generally written about in terms of the development of an African-American theater, historians ought also to think of their work as being linked to a national movement, that is community drama, as theorized and enacted by such figures as Percy Mackaye and W. E. B. DuBois. Two important figures in the developments at Howard, Montgomery Gregory and Alain Locke, worked for a theatrical enterprise that was intended to establish "a common ground where the architect, the painter, the musician, the dancer, the actor and the social worker shall construct plays that shall be things of beauty." Howard's theater curriculum was among the first credit-bearing drama programs offered by an American university, and it tried to cast itself as conciliatory among the differing viewpoints on the meaning of nation and culture. One consequence of theatrical workshops and programs at Howard was the introduction into theater of a generation of African-American women writers. And drama courses did not meet with the same resistance as courses in African history did. Broadly speaking, the Howard Players project was radical because it tried to reconfigure assumptions of a national culture and community which through history had included the African-American only as a shadow self. (Contains 21 references.)   [More]  Descriptors: Black Community, Black History, Blacks, Community Involvement

Kailin, Clarence S.; Sylvester, Mary Jean, Ed. (1974). Black Chronicle: An American History Textbook Supplement. The chronicle provides an accurate and balanced representation of the history of the black experience in an effort to counteract misinformation presented in most textbooks. American history textbooks used in Wisconsin school districts ignore or distort the cultural experiences and contributions of blacks, often omitting important information, overgeneralizing, and distorting historical accuracy. The document is organized as a chronological outline, with dates presented for 11 major historical periods: The Colonial period, the Revolutionary War period, the Civil War and reconstruction, post-reconstruction, industrialization and world involvement, the Harlem Renaissance of the 1920s, World War II and the New Deal, post-World War II, the Protest Era, and the early 1970s. For each period, a brief overview summarizes major national and international political and social events which were significant to blacks. Following the historical overview, specific dates within the historical period are listed and events occurring on those dates are described. Example items include 1905, the Niagara Movement was formed by W.E.B. DuBois to reject paternalism, inferiority, and charity; 1939, Senator Theodore Bilbo of Mississippi introduced a plan to colonize black people back to Africa; and 1972, the National Black Convention in Gary, Indiana, drew up an agenda to present to political parties in the 1972 election. Descriptors: African History, Black Power, Blacks, Civil War (United States)

Harris, Violet J. (1984). The Brownies' Book: Challenge to the Selective Tradition in Children's Literature. "The Brownies' Book," a periodical for Black children created and edited by W. E. B. Du Bois and published for 2 years, from 1920 to 1921, was a radical departure from traditional children's publications. It challenged the "selective tradition" in children's literature that negatively depicted Afro-Americans and Afro-American culture. It offered poems, stories, informative articles, and advice that portrayed Black children as intelligent, attractive, clean, and virtuous. Readers were apprised of the history and achievements of Blacks in articles about Frederick Douglass, Sojourner Truth, and Harriet Tubman, and Black children around the country were recognized for academic achievement. Additionally, to counteract the effect of drawings in other children's literature that showed Blacks with unattractive and exaggerated features, the drawings for "The Brownies' Book" showed Blacks as being attractive and having a wide range of physical characteristics and skin tones. Readers were taught to treat others with fairness, equality, and assertiveness, and poems and stories often emphasized kindness and perseverance. In a monthly column called "The Judge," young readers were given guidance that would enable them to interact with others with self-confidence and tolerance. The magazine was overtly political, stressing racial solidarity and racial equality, and it seems to have inspired many Blacks to challenge the status quo. Letters from readers reflect the uplifting and inspirational quality of the magazine, indicating that it fulfilled DuBois' hopes that "The Brownie Book" would create "refined colored youngsters."   [More]  Descriptors: Attitude Change, Black Culture, Black History, Black Literature

Pittsburgh School District, PA. (1977). Course of Study: Afro-American History. Grades 11 and 12. Revised. Secondary level units, written in outline form, present the historical influence and significance of blacks in American history. Information is arranged into two major parts: Part one offers a chronological approach to black history; Part two presents a topical approach. Part one includes 14 units. Units I, II, and III discuss a rationale for a course in Afro-American history, African backgrounds, and the slave trade. Unit IV focuses on slavery in colonial America and black participation in the American Revolution. Units V through VIII trace the role of the black through Reconstruction. Topics include the slavery system, slave revolts and insurrections, the Abolition Movement, and the Civil War. Unit IX discusses the role of the Negro in western expansion and industrial growth.  Unit X traces the rise of Jim Crowism, the Booker T. Washington philosophy, and opposition to that philosophy by W.E.B. DuBois. Units XI through XIV concern the black in the 20th century. Topics deal with the black renaissance of the twenties, the depression years, the New Deal, blacks in World War II, the contemporary black revolution, and the 1970s. Part two presents ten topical units which include Life Under Slavery, Negro Participation in American Wars, Reconstruction and Segregation, The Negro's Quest for Freedom, The Negro's Role in the Growth and Expansion of American Society, Development of Black Awareness, and the Report of the National Advisory Commission on Civil Disorders. Student activities are included with each unit. Objectives and a list of relevant textbooks are provided.  Descriptors: African History, American History, Black Culture, Black History

Walker, Mae (1975). A History of Education of Afro-Americans in America. This book is a collection of readings selected to present an historical overview of the educative experiences of Afro-Americans. The essays focus upon social, economic, and political factors which have conditioned educational opportunities for blacks in this country. The work is divided into four sections. "Education in Ante Bellum America" deals with the effects of slavery on the education of blacks. "Civil War and Reconstruction" focuses upon the legacy of black education as affected by the dynamics of the war, emancipation, and reconstruction processes in the South. In "The 'Nadir' of the Black Experience" five contemporary authors review the development of separate education for black Americans. The philosophies and works of Frederick Douglass, Booker T. Washington, W.E.B. Du Bois, and Carter Woodson are described in these essays. The final section "Directions for Change" presents an amalgam of writings on related social and educational themes. The editor states that education has historically been a vehicle for the socioeconomic advancement of black people in the U.S. The improvement of educational opportunities is thus linked with the achievement of full equality at all levels of society. Descriptors: American History, Black Colleges, Black Education, Black Studies

Oliker, Michael A., Ed. (2001). Proceedings of the Midwest Philosophy of Education Society, 1999-2000. This proceedings of the Midwest Philosophy of Education Society contain two presidential addresses: "Separating School and State: An Analytical Polemic" (D. G. Smith); and "'Whither Now, Alfonse?': Beyond the Polemic (A Response to Smith)" (J. M. Fennell). The Proceedings contains the following papers from the 1999 meeting: "Tragedy, Security, Liberty" (L. Silverstein); "Where Are the Teachers of Virtue?" (J. D. Wallace); "Tacit Knowledge and Moral Education" (R. Zigler); "Home Is Where One Starts From: Loyalty and the Schools" (W. P. Krolikowski); "Reader Response and Its Discontents" (A. Johnston); "Dewey Played on the Bongo Drums of Education" (M. McDermott); "Technology, Community, and Marginalized Youth" (D. Pascavage); "J. F. Herbart and Moral Education" (M. Murphy);"Learning and Reciprocity" (J. Carson); "Court Defined Philosophy: Rehnquist, Minimalism, and Access" (J. Borek); "Holistic Multicultural Education" (R. P. Craig); "Can Democratic Education Still Inspire?" (D. Blacker); "Making Manifest: Viewing Wittgenstein's Philosophy" (T. Bowell); "Cultivating Philosophical Skills and Virtues" (N. Nobis); "The Dream of Superman" (R. Schiller); "Dewey, the Arts, and Popular Culture" (L. Satanovsky); "Reality Bytes: How Images of Reality in Modern Films Affect Adolescent Perceptions" (R. Givens); "John Dewey and Traditional Education" (W. R. Zhang); and "On the Possibility of Aesthetic Experience: Dewey, Dickie, and the Context of Art" (J. Swenson). Papers from the 2000 meeting are: "Teaching and Experiencing Hardy's 'Tess of the D'Urbervilles': A Deweyan Approach" (A. Efron); "Expression, Imagination, and Organic Unity" (D. A. Granger); "The Education of Stephen Dedalus" (A. Johnston); "Educating the Self: Archetypal and Fairy Tale Patterns in 'Emile'" (G. Johnston); "The Fragility of Teaching" (L. O'Neill); "Doxic Assumptions, Eurocentrism, and the Afrocentric Educational Idea" (C. Winters); "Dewey: The Aesthetics of Pedagogy" (S. Barnes); "Community Virtue, Social Justice, and Education" (J. S. Johnston); "Flora J. Cooke: An Early Communitarian" (G. L. Kroepel); "Hannah Arendt, Moral Education and the Subject(s) of Politics" (N. Levinson); "The Freedom to Learn: Socio-Political Currents and W. E. B. DuBois's Views on Education" (P. L. Moore); "Curricular Theorizing for Democratic Learning: Multiple and Contending Viewpoints" (J.  Westerhof-Shultz); "The Reconstruction of Cultural Experience in Dewey and Winnicott: Notes for Further Investigation" (J. Webber); "Off with Masks: A. MacIntyre on Morality" (W. P. Krolikowski); "An Epistemological Argument for the Inclusion of Religion in Public Schools" (S. Rosenblith); "Deweying It Together" (C. Olsen; A. Kaufman); "J. A. Comenius: Moral Education through Age Appropriate Virtue Formation" (M. M. Murphy); "A Correspondence Course in Education and Distance" (S. Schroeder); "Responses to School Violence" (I. M. Harris); "The Aesthetics of Dangerous Style: Curriculum and Culture" (M. McDermott); "Rethinking the Ground of Pragmatic Aesthetics: Dewey and Heidegger" (B. Engel); "Fairy Tale as Literature, Fairy Tale as Psychological Document" (G. Johnston); "Why Art Education Mattered: Ernest F. Fennollosa's Philosophy of Art Education and Its Impact on Meji Japan" (Y. Ito); "Ogbu's Cultural Ecology Theory and the Case of Vietnamese Students" (D. T. Nguyen, S. D. Lamborn, H. Q. Trinh); "A Week with the Philosopher-Kings" (G. Kizer); "Presence as Pedagogical Possibility" (D. Hufford); "Procedural Reconceptualization of Standardized Assessment" (D. Pascavage); and "Humanities without Apologies: Miller's Outlook on What We Teach" (D. R. Anderson). Included are three related papers: "Memorial Essay for the Late Professor Foster McMurray" (M. A. Oliker); "A Philosophical Perspective on Debates about the Purpose of the Social Foundations Field" (P. Goldstone); and "Popular Culture and the Philosophy of John Dewey" (J. A. Stieb). Contains the 1999-2000 membership directory and an article index to previous MPES Proceedings. Descriptors: Elementary Secondary Education, Fairy Tales, Higher Education, Multicultural Education

Harvard Univ., Cambridge, MA. (1969). Standing Committee to Develop the Afro-American Studies Department. A Progress Report. This report provides a general description of the inter-disciplinary Department of Afro-American Studies at Harvard University scheduled to open in the fall of 1969. Previously a program, Afro-American Studies was voted departmental status by a faculty vote in April 1969. Descriptions are provided for courses to be offered in: black civilization, history of slavery, Ethiopian history and religion, Africa and world politics, Caribbean social structure, black labor and politics, Boston's black community, philosophy of the black movement, black rights, African and West Indian history, African art history, American Negro poetry, and American Negro literature. Biographical data of the 9 professors and lecturers are included. Four recommendations are offered concerning the scope and functions of the department. The report also provides a general description of the proposed W.E.B. DuBois Institute for Afro-American Research. The purpose of the institute will be to "stimulate inquiry into problems…to facilitate research programs…and to find programs which will provide insights into the problems facing black people…" Descriptions are provided of the work of the Library Resources Subcommittee and two discussion series with Boston area universities concerning cooperative work in Afro-American studies. The appendices include a prospectus on the proposed institute. A supplement offers information on related courses in other departments and schools.   [More]  Descriptors: African Culture, African History, Black Community, Black Culture

Logan, Shirley Wilson (1998). Late Twentieth-Century Racial Uplift Work. This paper presents a description and brief history of the concept of "racial uplift" and describes its implications for a contemporary, Black college professor. The phrase "racial uplift," for 19th-century Black women, describes almost any type of political activity designed to improve conditions for Black people during the critical post-Reconstruction period of Plessy v. Ferguson, mob violence, and "Jim Crow" democracy. Now the term also invokes images of an educated Black elite, some version of W.E.B. DuBois's "talented tenth." For a Black, newly tenured professor of rhetoric and composition at a predominantly White state university, personal history has affected every aspect of her professional life. She developed a research project around collecting and analyzing the persuasive discourse of 19th-century Black women, even though her dissertation had been about writing technology and its implications. Her concern for being "labeled" as someone who could only do race-related work notwithstanding, the persuasive speeches and writing of 19th-century Black women helped her reshape and rewrite the identity and personal history which her earlier experiences had constructed for her. The work mattered academically because history had been silent where these rhetors were concerned. The personal affects teaching assignments and pedagogy. With the increasing demand for courses on the literature of African diasporan people and women, there is also increasing pressure to design courses around these subjects. The recommendations in this paper help educators to attempt to understand the "lived experiences" of those to whom they teach composition, those they teach about, and those with whom they work in the academy, rather than respond to a prescribed and constraining script.   [More]  Descriptors: Black History, Black Studies, Black Teachers, College English

Wagner, Jean (1973). Black Poets of the United States: From Paul Laurence Dunbar to Langston Hughes. This book attempts to assess a half century of Afro-American poetry published from 1890 to 1940, focusing on the human experience–individual and collective–from which this poetry was produced. In analyzing the place of black poetry in the American literary domain, attention is given to historical, religious, sociological, and cultural influences, and the life of each poet is examined in relation to his work. Following an introductory chapter on the Negro in the United States and the origins of 18th and 19th century black poetry, the contents include: "The Negro in the American Tradition in Dunbar's Time"; "Paul Laurence Dunbar," which presents a biographical sketch and studies Dunbar and the Southern plantation tradition and other themes in his poetry; "Dunbar's Contemporaries"; "The Negro Renaissance," which analyzes the role of W.E.B. Du Bois, the problems of self-definition, and the themes and conflicts of the poetry of the Negro Renaissance; "Claude McKay," which discusses the influences of Harlem and the lyricism of militancy in McKay's works; "James Weldon Johnson," which explores the poetry of Dunbar's disciple; "Langston Hughes," which discusses the universal appeal of Hughes's poetry; "Sterling Brown," which stresses fate and survival; and "Conclusion." Descriptors: Black Culture, Black History, Black Literature, Higher Education

Harvard Univ., Cambridge, MA. Faculty of Arts and Sciences. (1972). The First Three Years of the Afro-American Studies Department, Harvard University. The Faculty of Arts and Sciences established the Afro-American studies program as a department after reviewing a careful, reasoned analysis by a committee of Harvard professors who had worked for almost a year to develop the program. The Rosovsky Report and the faculty's action in creating a department of Afro-American Studies, represented honest forward thinking which reflected university-wide concern to improve the quality of education at Harvard. The faculty thus established a commitment to the experience of black people as a valid intellectual pursuit. The Afro-American Studies Department continues to attempt, in the spirit of the Rosovsky Report, to discover how scholarship may be appropriately used to devise solutions to the "problem of the twentieth century." In our minds, research and scholarship are not in disharmony with the utilization of such research. It is our conviction that we must set our priorities realistically. We find that this policy does not in any way compromise our standards of excellence. It is clear then that to honor its commitment to Afro-American studies, Harvard must now initiate a capital fund drive to create at least four additional chairs in Afro-American studies, guarantee the operation of the W.E.B. DuBois Institute for Afro-American Research, and develop graduate degree programs in Afro-American studies.   [More]  Descriptors: Black Education, Black Studies, College Administration, College Curriculum

Joint Center for Political Studies, Washington, DC. (1989). Visions of a Better Way. A Black Appraisal of Public Schooling. None of the problems confronting the black community today are more critical to its future than those related to education. Blacks must demand that schools shift their focus from the supposed deficiencies of the black child to the social barriers that stand in the way of academic success. The historical interest of the black community in education can be traced back to the antebellum South and the leadership of W. E. B. Du Bois and Booker T. Washington. Despite the social and political accomplishments of blacks since the Brown decision, the following barriers still diminish the education of many black children: (1) schools often reinforce social inequalities rather than overcome them; (2) stereotypes about low income groups and their lifestyles form the basis for low expectations and self-fulfilling prophesies of failure; (3) black and other low income students are shunted away from mainstream classroom instruction by the track system; (4) the use of standardized tests discriminates against the intelligence styles of minority students; (5) the number of black teachers is decreasing; and (6) successful programs such as Head Start and those funded under Chapter 1 of the Education Consolidation and Improvement Act (ECIA) are not adequately funded to serve all eligible students. Research on school effectiveness identifies the characteristics of schools that successfully educate students, and the work of the School Development Program in New Haven (Connecticut) focuses on the social context needed for improved teaching and learning. Progressive educational reform must focus on the following areas: (1) recognizing the centrality of human relationships; (2) eliminating barriers to effective teaching and learning; and (3) mobilizing physical and political resources. A list of 60 references is appended. Descriptors: Black Education, Black History, Educational Change, Educational Discrimination

Toro, Leonor; And Others (1983). What's Happening in June?. Brief information is given on four June events celebrated by Puerto Ricans: Father's Day, the Feast of Saint John the Baptist (Puerto Rico's Partron Saint), the birthday of Francisco Oller Cestero (painter), and commemoration (on Father's Day) of Jean Baptiste Pointe Du Sable (first non-native American to settle in what is now known as Chicago). Designed as a teacher resource, the booklet briefly lists the accomplishments of eight famous Black men: Crispus Attucks, first martyr of the Revolution; Dr. Charles Drew, organizer of the Blood Bank; Dr. Ralph Johnson Bunche, highest ranking Black American in the United Nations; Langston Hughes, poet; Jack Johnson, first Black winner of the world heavyweight boxing championship; Norbert Rillieux, builder of a sugar refining machine; James Beckwourth, one of the greatest of the group known as the Mountain Men; and W. E. B. DuBois, founder of the National Association for the Advancement of Colored People. The booklet describes what children today can learn from the lives of the following Americans, born in June: Helen Keller (perseverance), Nathan Hale (patriotism), and Cole Porter (the importance of discovering hidden talent). The booklet includes 11 superstitions related to the celebration of Saint John the Baptist, instructions for making 10 gifts for dad, several creative and vocabulary activities, word search puzzle, a short story about a vacation, and 15 math activities.   [More]  Descriptors: Black Achievement, Black History, Cultural Activities, Cultural Awareness

Gordon, Beverly M. (1995). Knowledge Construction, Competing Critical Theories, and Education. African American leaders and thinkers, as represented by such figures as W. E. B. DuBois and Carter G. Woodson, have historically dedicated themselves to winning the struggle against racism and a racialized social order and improving the quality of life for the African American masses. Postmodern African American scholars have continued this tradition of scholar-activism in supporting the reconceptualization of U.S. society as multicultural. The varying approaches to multiculturalism and the contributions of critical theory and feminist theories are influencing the thinking of contemporary African American educators as they face the future of education. In the postindustrial and postmodern American society of the twenty-first century, the most critical educational struggle for people of color will be for control over the academic, intellectual, and political development of their children. The emergence of a global U.S. society from the Afro-Judeo-Christian popular culture is being born out of the challenge to reconfigure the dominant realms of truth and rational knowledge. (Contains 195 references.) Descriptors: Black Education, Blacks, Constructivism (Learning), Critical Theory

Graves, Karen L. (1998). Outflanking Oppression: African American Contributions to Critical Pedagogy as Developed in the Scholarship of W. E. B. DuBois and Carter G. Woodson. The educational philosophies of W. E. B. DuBois and Carter G. Woodson position them as important figures in the development of critical pedagogy. At its core, critical pedagogy is a hegemonic theory that focuses on the manifestation of power in society, with particular attention to how certain cultural groups learn to accept, engage in, or resist oppression. Those who adhere to critical pedagogy believe that significant structural changes in schooling will help bring about critical democracy, individual freedom, social justice, and social change. Sharing a belief in the transformative power of education, DuBois and Woodson foreshadowed later-20th-century development of critical pedagogy. A strong commitment to African American empowerment undergirded their scholarly achievements and led them to action against social inequalities and injustice. DuBois' faith in careful sociological measurement combined with cultural and historical understanding as a means to social reform prefigures the language of possibility expressed by critical pedagogues. In addition, DuBois had considered the school as an area of struggle years before the critical theorists engaged in this philosophy. The language of possibility that Woodson brought to the public through African American history formed a core element in the African American liberation struggle. Like DuBois, Woodson believed that racism extended from ignorance, and that teaching European Americans about the African experience in America would dispel it. No scholar has described the school as the site of struggle with more force than Woodson, whose "The Mis-Education of the Negro" (1933) stands as a classic text in U.S. educational history. The legacies of DuBois and Woodson give contemporary educators historical perspective from which to think about whether critical pedagogy can really equip teachers and students to bring about social change. A lesson to be derived from the life work of both men is that the strength of critical pedagogy is found in the commitment to struggle.   [More]  Descriptors: Black Education, Black History, Blacks, Cultural Differences

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Bibliography: W. E. B. Du Bois (page 08 of 10)

This annotated bibliography is compiled and customized for the Black Lives & Me website.  Some of the authors featured on this page include Thomas E. Harris, Thomas F. Pettigrew, Kimberley A. Woo, Gerald Early, Rockville National Oceanic and Atmospheric Administration (DOC), Lawrence P. Crouchett, Harold E. Cheatham, Harry W. Barnes, Frederick Cople Jaber, and Leonard Dinnerstein.

Margolies, Edward (1968). Native Sons: A Critical Study of Twentieth-Century Negro American Authors. This analysis of 20th-century Negro literature contains chapters discussing 16 authors: (1) "The First Forty Years: 1900-1940," including W. E. B. DuBois, Charles W. Chesnutt, James W. Johnson, Paul L. Dunbar, Langston Hughes, Jean Toomer, Claude McKay, and Countee Cullen; (2) "Migration: William Attaway and 'Blood on the Forge'"; (3) "Richard Wright: 'Native Son' and Three Kinds of Revolution"; (4) "Race and Sex: The Novels of Chester Himes"; (5) "The Negro Church: James Baldwin and the Christian Vision"; (6) "History as Blues: Ralph Ellison's 'Invisible Man'"; (7) "The New Nationalism: Malcolm X"; (8) "The Expatriate as Novelist: William Demby"; and (9) "Prospects: Le Roi Jones?" Descriptors: Authors, Black Achievement, Black Attitudes, Black Culture

National Oceanic and Atmospheric Administration (DOC), Rockville, MD. (1979). For the Dignity of Humanity. 2nd Annual Commemoration of Black History. This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the slavery system, prejudice and discrimination, and the civil rights movement. A concluding section presents civil rights-related quotations from Martin Luther King, President John F. Kennedy, and President Lyndon B. Johnson.   [More]  Descriptors: Affirmative Action, Bias, Biographical Inventories, Black History

Early, Gerald, Ed. (1993). Lure and Loathing: Essays on Race, Identity, and the Ambivalence of Assimilation. Black intellectuals and writers were invited to write essays on assimilation, race, and identity, using a famous quotation from W. E. B. Du Bois about the double soul of the American Negro as a point of departure. Considering the double consciousness of which Du Bois wrote resulted in the following essays: (1) "Free at Last? A Personal Perspective on Race and Identity in America" (G. C. Loury); (2) "Sushi and Grits: Ethnic Identity and Conflict in a Newly Multicultural America" (I. Njeri); (3) "The Last Great Battle of the West: W. E. B. Du Bois and the Struggle for African America's Soul" (A. B. Pollard, III); (4) "The Black Table, the Empty Seat, and the Tie" (S. L. Carter); (5) "Who Are We? Where Did We Come From? Where Are We Going?" (S. Crouch); (6) "Confessions of a Wannabe Negro" (R. McKnight); (7) "Black Is the Noun" (N. Giovanni); (8) "Racism, Consciousness, and Afrocentricity" (M. K. Asante); (9) "The Welcome Table" (H. L. Gates, Jr.); (10) "Off-Timing: Stepping to the Different Drummer" (K. H. Lattany); (11) "Junior and John Doe" (J. McPherson); (12) "The Du Boisian Dubiety and the American Dilemma: Two Levels of Lure and Loathing" (C. E. Lincoln); (13) "Primal Orb Destiny" (W. Coleman); (14) "The Illusion of Racial Equality: The Black American Dilemma" (R. Staples); (15) "Patriots" (A. Walton); (16) "Du Bois's Dilemma and African American Adaptiveness" (E. P. Mitchell); (17) "Ambivalent Maybe" (W. J. Moses); (18) "Deep Sight and Rescue Missions" (T. C. Bambara); (19) "Race, Science, and Identity" (K. R. Manning); and (20) "In the Kingdom of Culture: Black Women and the Intersection of Race, Gender, and Class" (D. C. Hine). Descriptors: Acculturation, Afrocentrism, Black Attitudes, Blacks

Proctor, Samuel D. (1981). Equity from a Racial/Ethnic Perspective. Research and Development Series No. 214J. An immediate equity concern is the half million young minority Americans who are out of work, out of school, out of jail, and alienated. The current situation can be traced to the enslavement of blacks and their subsequent treatment after the Civil War. A national educational philosophy for blacks has been developed that is based upon the theories of two prominent black educators, Booker T. Washington and W. E. B. DuBois. Three major recommendations can be made for further action. All teachers must study rigorously, experientially, and systematically the backgrounds of the minorities who will be their students. Black studies courses are essential to the professional preparation of vocational education teachers. Vocational education teachers and counselors must search for all indices of learning ability in minority youth and be aware that tests have a limited capacity to measure what they purport to measure. All vocational educators must understand and acknowledge their own values with respect to the issues of fairness and justice to overcome prejudice.   [More]  Descriptors: Black Studies, Black Youth, Blacks, Equal Education

Lobb, Nancy (1995). 16 Extraordinary African Americans. This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader in helping slaves escape; (4) Ida B. Wells-Barnett, journalist; (5) Mary McLeod Bethune, educator; (6) Booker T. Washington, educator and founder of Tuskegee Institute; (7) W. E. B. Du Bois, scholar and advocate of black rights; (8) George Washington Carver, botanist; (9) Jackie Robinson, baseball star; (10) Thurgood Marshall, Supreme Court Justice; (11) Shirley Chisholm, Congresswoman; (12) Martin Luther King, Jr., civil rights leader; (13) Malcolm X, black rights leader; (14) Marian Wright Edelman, child advocate; (15) Jesse Jackson, civil rights leader; and (16) Maya Angelou, author and poet. Questions and activities for further learning and guidelines for teachers are included. Descriptors: Black Culture, Black History, Blacks, Childrens Literature

Pettigrew, Thomas F., Ed. (1975). Racial Discimination in the United States. This book is organized in six parts. The Introduction opens with a brief historical perspective by W.E.B. DuBois. The trends of social research in racial discrimination are chronicled in the second selection. Part 2 begins our analysis with an indepth look at housing discrimination. Part 3 applies this analysis of housing to discrimination in employment, education, and income. The first selections show how housing segregation in the central city relates to unemployment and underemployment. Next, the U.S. Commission on Civil Rights provides us with documented evidence of how job discrimination is practiced against blacks even by state and local governments. The final two selections on employment make use of modern computer methodology on refined census data. Two selections on education follow. Part 3 closes with two selections on income. Discrimination in both the administration of justice and in political power are the focus of Part 4. Part 4 concludes with a summary article which compares changes over the past generation not only in the status dimensions of income, education, and occupation but in such matters as mortality and marital conditions. Part 5 reminds us that there is a tragic human cost of racial discrimination. The book closes with a discussion of proposed remedies. Descriptors: Anthologies, Civil Rights, Economic Opportunities, Educational Opportunities

Harris, Thomas E. (1974). The Black Leader's Rhetorical Dilemma: An Analysis of the Debate Between W.E.B. DuBois and Booker T. Washington. Improving the economic condition of the Negro was a fundamental concern of both W. E. B. DuBois and Booker T. Washington. It was Washington's view that the Negro should be willing to perform menial tasks as a means for gaining a foothold in the economic structure. He counseled the Negro to start at the bottom. Washington's philosophy centered on education, patience, and then eventual advancement. The distinction between DuBois and Washington on education was one of degree. Washington minimized the importance of a college education while duBois called for a group of well-educated black leaders to work in Negro communities for the advancement of the others in the community. As an issue, education to advance the Negro economically indicates a similarity between the two speakers. The basis for the debate is clearer on the issue of social status. Washington did not deal with most of the inequities and instead tended to assure the white Southerner that the Negro did not want social integration. DuBois openly discussed the problem and regarded it as fundamental to the rights of man. The debate suggests several important implications for the study of minority rhetoric. It would appear that if a black leader wishes to be supported by whites, his viewpoints must avoid direct threats and demands.   [More]  Descriptors: Black Influences, Black Leadership, Communication (Thought Transfer), Comparative Analysis

Jennings, James (1993). Theory, Praxis, and Community Service: Cornerstones of Black Studies. Occasional Paper No. 23. Community-based research in Black Studies is a general phrase suggesting that scholarship about blacks should be pursued within a framework of theory, praxis, and community service. Both theory and praxis are critical in order to understand fully how black life experiences have molded and are reflected in American civilization. Theory refers to the building of predictive and projective knowledge about the experiences of blacks, and praxis implies that theoretical understandings of black life experiences should be informed by the concrete experiences of blacks. Community service refers to the idea that students should use their education, as well as the resources of the institution of higher education, to assist in resolving the economic and social problems and challenges of black individuals and communities. The growth of these ideas is traced in the work of W. E. B. Du Bois and Malcolm X. Two major scholarly works that reflect the synthesis of scholarship, praxis, and community service are Kenneth Clark's "Dark Ghetto" (1965) and "The Crisis of the Negro Intellectual" by Harold Cruse, also published in the 1960s. In spite of intellectual and institutional resistance to the synthesis of black scholarship, praxis, and community service, it is imperative that the black community continues to pursue its pedagogical tradition. Black Studies must continue to use the highest standards of intellectual pursuit in ways that connect theory, praxis, and community services. (Contains 20 references.)   [More]  Descriptors: Black Students, Black Studies, Educational Practices, Educational Research

Poulos, Nicholis (1969). Negro Attitudes Toward Pictures for Junior High School Social Studies Textbooks. Three hundred and twenty-six Detroit-area Negro parents belonging to parent-teacher organizations were used to determine attitudes toward pictures of Negro personalities and events which might be included in junior high school social studies texts. Fifty-five captioned slides, divided into periods of slavery, emancipation, and twentieth century, were shown. Parents rated these as favorable or unfavorable. Results of Chi-square, t-test, and analysis of variance procedures showed that 78 percent of the illustrations were approved by a majority of the respondents, and none were disapproved by a majority. Most favored pictures were of Martin Luther King, Booker T. Washington, Frederick Douglass, Joe Louis, and W.E.B. DuBois. Least favorable were depictions of Malcolm X, slave labor, and children playing in a city slum. Certain factors in the backgrounds of the respondents had significant bearing on attitudes toward the pictures. Males reacted more favorably than females; those of higher occupational or educational levels, more favorably than those of lower levels; and members of community organizations, more favorably than those with little participation.   [More]  Descriptors: Black Attitudes, Black History, Cultural Influences, Parent Attitudes

Jennings, James (1992). Reconsidering Vocational Technical Education for Black and Latino Youth. The leadership of communities of color should reexamine vocational-technical education as a potentially effective channel for training Black and Latino youth. None of the five potential schooling channels–public schools, vocational schools and programs, employment training programs, apprenticeship and union programs, and prisons–has done an adequate job with regard to Black and Latino youth. Four important caveats must be considered: (1) Blacks have had a long history and tradition of participation in vocational education; (2) the Booker T. Washington-W. E. B. DuBois debate regarding how Blacks should be educated is full of myth and misconception; (3) any strategy built exclusively on one of the five schooling channels is doomed to ineffectiveness; and (4) focusing on improving the quality and availability of vocational-technical education is a "supply-side" strategy. Vocational-technical education should be reconsidered because adequate training and schooling are necessary to partake of available economic and job opportunities. In addition, the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 directs more federal funds to school districts and colleges in low income communities. Although studies have shown the continuing problems faced by Blacks and Latinos in vocational-technical education, several surveys and studies conducted at the national level have identified essential factors for the development and implementation of effective, high quality schools and programs. (Contains 37 endnotes.)   [More]  Descriptors: Black Education, Blacks, Community Development, Economic Progress

Dinnerstein, Leonard, Ed.; Jaber, Frederick Cople, Ed. (1970). The Aliens: A History of Ethnic Minorities in America. This book is organized in four parts. Part one, "The Colonial Era," includes the following essays: "The treatment of the Indians in Plymouth Colony," D. Bushnell; "The dynamics of unopposed capitalism," S. Elkins; "Benjamin Franklin and the Pennsylvania Germans," G. Weaver; and "Frontier society," J. Leyburn. Part two, "The Young Republic," includes such essays as: "Indian removal and land allotment: the civilized tribes and Jacksonian justice," M. Young; "The black worker," W. E. B. Du Bois; "When America was the land of Canaan," (an essay concerning Scandinavian immigrants) G. Stephenson; "The attempt to found a new Germany in Missouri," J. Hawgood; and, "The development of group consciousness," (an essay concerning Irish immigrants) O. Handlin. Part three, "The Industrial Transformation," includes such essays as: "An Indian's view of Indian affairs," J. Young; "The new slavery in the South–an autobiography," A Georgia Negro Peon; "Quebec to 'Little Canada': The coming of the French Canadians to New England in the Nineteenth century," I. Podea; "Jews in America," The Editors of Fortune; "The Polish-American community," W. Thomas and F. Znaniecki; and "White community and 'Yellow Peril,'" F. Matthews. Part four, "Ethnic minorities in contemporary America," includes five essays. A coda to this volume is the essay: "American Negro and Immigrant Experience: similarities and differences," J. Appel. Descriptors: Acculturation, American Indians, Black History, Chinese Americans

Cheatham, Harold E., Ed.; Stewart, James B., Ed. (1990). Black Families. Interdisciplinary Perspectives. Since the early 1960s, the black family has been characterized as pathological. This six-part collection of 18 research studies presents alternative approaches to understanding the special characteristics of black families. Part I, "Theoretical and Methodological Perspectives," comprises a comparison of the pioneering work of W. E. B. Du Bois and E. Franklin Frazier. Part II, "Ecological Perspectives," comprises four studies that examine the linkages within the black community among the family and the church, hospitals, housing, and economic influences. Part III, "Family Form and Functioning," comprises four studies that examine the effects of the following exogenous and endogenous factors: (1) parental values; (2) sickle cell anemia; (3) gender differences; and (4) the declining male to female ratio. Part IV, "Health Outcomes and Economic Resources," comprises three studies that examine resources used by families to cope with stress. Part V, "Intracultural Perspectives," comprises three studies that examine the similarities and differences among families in St. Vincent, Nigeria, and among West Indians in the United States. Part VI, "Policy and Social Service Delivery Systems," comprises three studies that examine how theory, research, and substantive issues translate into intervention policies. A concluding section reviews the contents of the collection and relates them to the reconceptualization of black families. Four figures and 34 tables of statistical data are included. Each study also includes a list of references. Descriptors: Anthologies, Black Family, Blacks, Books

Crouchett, Lawrence P. (1973). The Development of the Sentiment for Ethnic Studies in American Education. The roots of the current movement for ethnic studies in American education can be traced to the early colonial period of American history. The Dutch appear to be the earliest settlers with an interest in ethnic studies. The efforts to resist the dominant English culture began in New York in about 1660. Education became one of the ways non-English settlers could restrain the force of British history and customs and of the English language. In order to combat the nativism of the times, minority immigrants organized "ethic schools" and activities that would help to preserve their particular cultures and religious outlooks. Minority groups' use of historical societies for the purpose of providing cultural instruction increased during the early decades of this century. The current movement to resurrect the sentiment for ethnic education is strongly influenced by the writings of W. E. B. DuBois and Carter G. Woodson, who kept the issue before the public for so long.   [More]  Descriptors: Cultural Awareness, Cultural Background, Cultural Influences, Educational History

Barnes, Harry W. (1969). Voices of Protest: W.E.B. DuBois and Booker T. Washington. The material in this curriculum guide for the high school level is intended as the conclusion of "Voices of Protest," a unit which studies the Industrial Revolution in the United States through the eyes of the contemporary protest groups such as farmers, laborers, Muckrakers, etc., but notably omits the American Negro. This last segment of the unit attempts to rectify this omission by a study of Booker T. Washington and W.E.B. DuBois, and by suggesting supplementary materials for the preceding sections. Specific objectives of this segment are to: 1) introduce ranking Negro leaders in the late 19th and early 20th century protest movements, 2) increase awareness of racial discrimination, 3) develop habits of critical thinking and inquiry, 4) contrast methods of the two men in seeking solutions to Negro problems, and 5) evaluate the men as leaders. Major concepts and points are outlined, with suggested readings for each, and general questions covering the unit appear at the end. SO 000 351 and SO 000 353 are related.   [More]  Descriptors: Bibliographies, Black History, Black Leadership, Curriculum Guides

Woo, Kimberley A. (1998). "Double Happiness," Double Jeopardy: Exploring Ways in Which Ethnicity, Gender and High School Influence the Social Construction of Identity in Chinese American Girls. W.E.B. Du Bois describes the dichotomy of double-consciousness–living as both "an American and a Negro."  Goli Rezai-Rashti extends Du Bois's notion of double-consciousness to include gender. Through the lens of double/multiple-consciousness, this paper presents ways in which ethnicity, gender, and education influence the social construction of identity for three Chinese American girls. The girls were interviewed and observed in their school environment. Specific themes that emerged from the data were: "my behavior depends on whether or not I am in class,""balancing loyalty to family and self is not very easy," and "Asian American Sexuality." These themes were used to examine the participants' sense of "two-ness." Factors which influence the self-perceptions of the three girls presented in this paper are a product of the context in which they work and live, and the ongoing process of redefining their self-identities originates from both public (external) and private (internal) sources.   [More]  Descriptors: Adolescents, Chinese Americans, Educational Experience, Ethnicity

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Bibliography: W. E. B. Du Bois (page 07 of 10)

This annotated bibliography is reformatted and customized for the Black Lives & Me website.  Some of the authors featured on this page include Kathryn T. Cryan-Hicks, Raymond Mowery, Robert Felgar, Anne M. McCulloch, Benjamin Quarles, James E. Reppert, Andrew L. Aoki, Renelda Higgins, Edmund W. Gordon, and Jeffrey D. Schultz.

Granger, Robert C., Ed.; Young, James C., Ed. (1976). Demythologizing the Inner-City Child. This collection of papers from a conference sponsored by Georgia State University addresses a variety of issues and myths regarding inner-city children. Chapters deal with: (1) the educational theory of W.E.B. DuBois; (2) the explicit and implicit meaning of demythologizing the inner-city child; (3) the education of inner-city children; (4) intelligence; (5) reducing test bias in readiness tests; (6) changing teachers' perceptions; (7) attitudes and nonstandard dialects; (8) the creative arts-in-education; (9) information processing competencies of inner-city black children; (10) learning racial identity; (11) the problem of self-concept, race, and social myth; (12) a developmental theory of the inner-city child; (13) effects of childrearing practices on cognitive development of infants; and (14) effects of maternal dominance on black children. Descriptors: Black Dialects, Black Education, Child Rearing, Cognitive Development

2002 (2002). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (85th, Miami, Florida, August 5-8, 2002). Public Relations Division. The Public Relations Division of the proceedings contains the following 15 papers: "Virtual Issues in Traditional Texts: How Introductory Public Relations Textbooks Address Internet Technology Issues" (Lois A. Boynton and Cassandra Imfeld Gajkowski); "Crisis Public Relations: A Study of Leadership, Culture, Demand and Delivery" (Terence (Terry) Flynn); "An Analysis of the Relationships Among Structure, Influence, and Gender: Helping to Build a Feminist Theory of Public Relations" (Julie O'Neil); "Measuring Public Relations Outcomes: Community Relations and Corporate Philanthropy Programs" (Margarete Rooney Hall); "Journalists' Hostility Toward Public Relations: A Historical Analysis" (Fred Fedler and Denise DeLorme); "The Fools, the Wise and the Meaning Makers Understandings of Publics and Understanding Risk Perception" (Joye C. Gordon); "The Effects of Relationships on Satisfaction, Loyalty, and Future Behavior: A Case of a Community Bank" (Yungwook Kim and Samsup Jo); "In the Face of Change: A Case Study of the World Wide Web as a Public Relations Tool for Art Museums" (Nicole Elise Smith); "A Cross-Cultural View of Conflict in Media Relations: The Conflict Management Typology of Media Relations in Korea and in the US" (Jae-Hwa Shin and Glen T. Cameron); "Asking What Matters Most: A National Survey of PR Professional Response to the Contingency Model" (Jae-Hwa Shin, Glen T. Cameron, and Fritz Cropp); "Leadership and Gender in Public Relations: Perceived Effectiveness of Transformational and Transactional Leadership Styles" (Linda Aldoory and Elizabeth Toth);"Five Decades of Mexican Public Relations in the United States: From Propaganda to Strategic Counsel" (Melissa A. Johnson); "Toward an Inclusive Trajectory of Public Relations History: The Contributions of W.E.B. Du Bois to Nonprofit Public Relations Before the Crisis and Beyond" (Kimberly Williams Moore); "International Paradigms: The Social Role of Brazilian Public Relations Professionals" (Juan-Carlos Molleda); "Cross-National Conflict Shifting: A Conceptualization and Expansion in an International Public Relations Context" (Juan-Carlos Molleda and Colleen Connolly-Ahern).   [More]  Descriptors: Case Studies, Community Relations, Crisis Management, Cultural Differences

Spraggins, Tinsley (1970). Historical Highlights in the Education of Black Americans. This booklet shows the continuity, from 1619 to the present, of movements in the education of black people in the United States. Material presented in the booklet is aimed at increasing understanding and stimulating efforts to reach a just solution in the struggle for school integration and equality of opportunity. Chapters focus on: the African heritage of the black people; three of their early traditions; impact of the American Revolution; the ideal of school integration; the effect of the Civil War; post-Civil War education; the opinions of Booker T. Washington and W.E.B. DuBois; neglect in twentieth century school integration; and, the effect of federal intervention and community control. Extensive references are provided.   [More]  Descriptors: Activism, American History, Black Community, Black History

Reppert, James E. (1996). W. E. B. Du Bois: A Dynamic Communicator and Cultural Iconoclast. This paper presents a biographical sketch of the prolific African-American writer and sociologist W.E.B. Du Bois, designed as an instructional unit in an introduction to mass communication course which can help make students aware of the roles played by ethnic minorities in shaping American and world media. The paper provides numerous details of Du Bois' life and his experiences and of his outstanding work as a scholar, journalist, and creative writer. Contains 7 references.   [More]  Descriptors: Biographies, Black Achievement, Cultural Context, Higher Education

Cryan-Hicks, Kathryn T. (1991). W. E. B. Du Bois: Crusader for Peace. With a Message from Benjamin L. Hooks. Picture-Book Biography Series. A biogaphy of W. E. B. Du Bois is presented in this book for young children. Du Bois is widely regarded as the foremost black intellectual from the United States. A great scholar, he was the first black American to receive a Ph.D. from Harvard University. Of his written work he is probably best known for his essays, "The Souls of Black Folk." Du Bois was a strong advocate of black Americans. He was a founder of the National Association for the Advancement of Colored People. Du Bois also was very concerned with the situation of blacks from other parts of the world. He helped to initiate a movement, called Pan Africanism, to unite people of African descent and to gain independence for African colonies. Du Bois also was well known as a champion for world peace. Accompanying the text of this biography are numerous illustrations. Descriptors: Biographies, Black Achievement, Black History, Black Leadership

Felgar, Robert (2002). Understanding Richard Wright's "Black Boy": A Student Casebook to Issues, Sources, and Historical Documents. In "Black Boy," Richard Wright triumphs over an ugly, racist world by fashioning an inspiring, powerful, beautiful, and fictionalized autobiography. To help students understand and appreciate his story in the cultural, political, racial, social, and literary contexts of its time, this casebook provides primary historical documents, collateral readings, and commentary. The selection of unique documents is designed to place in sharp relief the issue of pervasive racism in American society. The casebook is divided into the following chapters: Introduction; Literary Analysis: Themes and Structures of "Black Boy"; The Autobiographical Tradition; From Ben Franklin, the "Autobiography"; From Frederick Douglass, "Narrative of the Life of Frederick Douglas"; From Booker T. Washington, "Up from Slavery"; From W.E.B. Du Bois, "The Souls of Black Folk"; The American Dream of Success; Thomas Jefferson, the Declaration of Independence; The 13th, 14th, and 15th Amendments; Crevecoeur, "What Is an American?"; From George Randolph Chester, Get-Rich-Quick Wallingford; The Dream Deferred; From the Black Code, Jim Crow, and the 1890 Mississippi Constitution; From "Up from Slavery"; From "The Souls of Black Folk"; Interview with Clyde Cox, Who Grew Up in Mississippi in the 1930s and 1940s; Race and Racism, Then and Now; From Joseph Alexander Tillinghast, "The Negro in Africa and America" (1902); From Ray Stannard Baker, "A Study of Mob Justice, South and North (1905); From William Graham Sumner, "Folkways" (1906); From Jean Finot, "Race Prejudice" (1906); Alfred Holt Stone, "Is Race Friction between Blacks and Whites in the U.S. Growing and Inevitable?" (1907-08); Theodore Bilbo, Remarks before the U.S. Senate about "Black Boy" (1945); Jonathan Tilove, "Scars of Slavery" (1994); and William C. Singleton III, "White? Black? Multi? Bi?" (1996). Each chapter concludes with study questions, ideas for written and oral examination, and suggested readings to aid students in examining the issues raised by Wright's autobiography. Descriptors: Autobiographies, Black Literature, Class Activities, Instructional Materials

Rowley, Larry L. (2001). W.E.B. Du Bois: Role Model and Mentor for African American Undergraduate Men, About Campus. With the dearth of African American men in academe, African American college men have few opportunities to be mentored by those who can best help them make sense of their experience. Du Bois' writings give voice to much of the African American college experience and provide concrete examples of how to think, act, and persevere in the U.S. collegiate environment. Descriptors: Black Students, College Environment, College Students, Higher Education

Higgins, Renelda (1981). Tuskegee: 100 Years Later, Crisis. Reviews the history and accomplishments of Tuskegee Institute over the past 100 years. Highlights the role played by Booker T. Washington, and W. E. B. DuBois; discusses the career of the school's retiring president, Luther Foster. Provides information on the new president, Dr. Benjamin Payton, and discusses future directions for the college. Descriptors: Black Colleges, Black Education, Black History, Black Institutions

Mowery, Raymond (2002). Discovering Self-Expression through Study of Harlem Renaissance Poetry. Self-expression is a key component that adolescents at a certain stage of development (eighth grade) need to be aware of and understand. Students are undergoing dramatic change during this time of their lives–they are moving from Erikson's Industry versus Inferiority stage to Identity versus Role Confusion stage. Poetry is a literary genre in which adolescents can learn to express themselves and find their identity. This curriculum unit introduces poetry and increases student interest in poetry, especially poetry of the Harlem Renaissance, with Nikki Grimes's "Bronx Masquerade" as a perfect bridge to the study of Harlem Renaissance poetry. The unit is designed for eighth-grade English at Scotland School for Veterans' Children where the student body is predominantly African American and considered at risk. It follows the rule that using culturally relevant literature is the key to motivating and engaging students. The unit incorporates art, music, history, geography, and even mathematics, as well as the Internet. It also incorporates Howard Gardner's Multiple Intelligences. Poems included in this curriculum include: "Seal" (William Jay Smith); "Harlem" (Langston Hughes); "The Negro Speaks of Rivers (To W.E.B. DuBois)" (Langston Hughes); "If We Must Die" (Claude McKay); and "Hurricane" (Bob Dylan with Jacques Levy). The unit is divided into the following parts: Rationale; Curriculum Web; Multiple Intelligences Web; Objectives; Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 5; Lesson 6; Lesson 7; Lesson 8; Lesson 9; Enrichment/Sponge Activities; Inclusion Modifications; Description of Learning Experience; and a 33-item bibliography, as well as a 7-item webography and a 7-item discography.   [More]  Descriptors: Black Literature, Black Students, Class Activities, Culturally Relevant Education

Quarles, Benjamin (1979). The Good Fight: from Plessy to Brown, Crisis. The work of Black leaders and organizations from 1896 to 1954 is reviewed. Discussed are Booker T. Washington, W.E.B. DuBois, the NAACP, the National Urban League, Marcus Garvey, Arthur A. Schomberg, Carter G. Woodson, Charles S. Johnson, and A. Philip Randolph. Descriptors: Black History, Black Influences, Black Leadership, Black Organizations

Gordon, Howard R. D. (1999). The History and Growth of Vocational Education in America. This book traces the history and growth of vocational education (VE) in the United States. The following are among the topics discussed in the book's nine chapters: early beginnings of VE in the United States (European influence, apprenticeship, industrial revolution, manual training movement); leaders influencing vocational curriculum development (views of Booker T. Washington, W.E.B. DuBois, David Snedden, Charles Prosser, John Dewey); impact of land-grant instruction on the professional growth of VE; selected factors that influenced VE development (war activities, study panels, American Vocational Association); legislative history and the changing work force; participation of women in VE (legislative breakthroughs, sex equity); participation of special needs populations in VE (ethnic groups and special education students in VE); vocational instructional programs and teacher preparation; and development of vocational student organizations. Concluding each chapter are discussion questions and a substantial reference list. Appended are the following: ordering information for VE videos; European-U.S. evolution of VE; quotations of Booker T. Washington; Prosser's 16 theorems; growth of VE preparation and retraining; fastest growing jobs for the 21st century; appropriations for VE for fiscal years 1952-1966; school-to-work opportunities and the Fair Labor Standards Act; and excerpt from Booker T. Washington's Atlanta Exposition Address. Contains 25 tables/figures. Descriptors: Apprenticeships, Curriculum Development, Disabilities, Education Work Relationship

Gordon, Edmund W. (2001). Affirmative Development of Academic Abilities, Pedagogical Inquiry and Praxis. This article describes affirmative development, a concept designed to complement colloquial notions of affirmative action, which emphasizes the creation and enhancement of competence in addition to the more traditional emphasis on the equitable reward of competence. In 1903 and 1958, W.E.B. DuBois examined whether 20th century problems related to color or socioeconomic status. More recent writings have validated his prediction that inequalities in distribution of income and wealth would emerge as more critical than color. Although color and other sources of cultural identity continue to be the basis for social divisions, it appears to be the unequal distribution of resources and perceived threat of loss of those resources that enable cultural, gender, racial, and religious bias to flourish. After defining wealth and capital, the paper discusses affirmative action and proposes adjustments that target larger and more diverse groups (those that are low on wealth and wealth-derived capital resources). It describes an affirmative development policy within education that would emphasize deliberate or affirmative development of academic ability in a broad range of students who have historically been deprived of resources and who are under-represented among academically high achieving students. It also emphasizes the need to develop students' intellectual competence.   [More]  Descriptors: Academic Achievement, Access to Education, Affirmative Action, Elementary Secondary Education

Bell, Bernard (1970). Black Literature: What Happens to a Dream Deferred?, Leaflet. Innovative approaches should be used in introducing black literature to students so that they may develop an awareness of the ethnic pluralism of American society. A variety of sources provides the teacher with literary materials and critical perspectives as background for presenting black literature in any of several ways: (1) a survey of black literary works from colonial times through the Harlem Renaissance to the present; (2) a study of "black classics" (e.g., those by Frederick Douglass, W. E. B. DuBois, J. W. Johnson, Jean Toomer, Richard Wright, Ralph Ellison, and James Baldwin); (3) a unit on the image of black character in American literature; (4) an inquiry into the use of Afroamerican folklore in black literature; (5) an analysis through literature of the Afroamerican life which developed from an African inheritance in a hostile country; and (6) an exploration of the black consciousness of Harlem Renaissance literature and of modern black literature.   [More]  Descriptors: Authors, Black Culture, Black Literature, Black Studies

Edwards, Anthony (2000). Thoughts on "Reconsidering the Washington-Du Bois Debate: Two Black Colleges in 1910-1911" and Thoughts on "Liberalism at the Crossroads: Jimmy Carter, Joseph Califano, and Public College Desegregation.". These two papers offer critiques of two essays that appeared in "Essays in Twentieth-Century Southern Education: Exceptionalism and its Limits," edited by Wayne J. Urban. The first paper examines Linda Buchanan and Philo Hutcheson's interpretation of the debate which underscored the well-known conflict between Booker T. Washington-W.E.B. DuBois over the appropriate education for African Americans. Buchanan and Hutcheson put the Washington-Dubois debate in a framework that compares two former black colleges in Kentucky using the schools' 1910-1911 catalogs to examine control, cost, student life, and curriculum. This paper disputes the Buchanan-Hutcheson analysis by asking whether reality can manifests itself through one college catalog; whether it is historically accurate or dependable to examine reality as reflected through institutional documents; and whether there is any other way to portray intellectual life at these institutions. The second paper examines Wayne Urban's allegation of a lack of liberalism in the orientation and political agenda of President Jimmy Carter in his efforts toward desegregating public colleges in the south. This paper attempts to refute Urban's charge by asking who was liberal and how liberal was liberal during Carter's presidency; what could have been expected from Carter or any politician (southern or otherwise) when dealing with race and education; and what can be expected today on issues dealing with race, education, and liberalism. (Both papers contain notes.)   [More]  Descriptors: Black Colleges, Black History, Black Students, Civil Rights Legislation

Schultz, Jeffrey D., Ed.; Haynie, Kerry L., Ed.; McCulloch, Anne M., Ed.; Aoki, Andrew L., Ed. (2000). Encyclopedia of Minorities in American Politics. Volume 1: African Americans and Asian Americans. The American Political Landscape Series. The last 30 years of U.S. political history have seen dramatic strides in the impact that minorities play in U.S. politics. This first volume of a two-volume set addresses the historical and contemporary impact of two of the largest minority groups in the United States. Divided into two sections, the encyclopedia addresses the political struggles of African Americans and Asian Americans. The work draws attention to those events, people, and ideas that have shaped, and will continue to shape, the political dialogue of a diverse country. The entries cover people, events, court cases, movements, and organizations that have shaped the political struggles of these 2 groups. Longer entries address some of the key issues that face minorities in U.S. politics today. These "issue entries," such as those on affirmative action, immigration, bilingual education, and political participation were written to give context to current politics and to show how these issues might be resolved. For example, the entry for education identifies Booker T. Washington, the Tuskegee Institute, and W.E.B. DuBois. The passage also discusses Brown v. Board of Education, de facto segregation, and separate but equal. Every entry has a bibliography that can serve as the next step for further research by the user of the volumes. In addition to bibliographies, entries are cross-referenced internally through the use of bold-faced type and "See also" listings at the end of the entry to offer other areas the reader may want to investigate. Appendixes include reprints of selected important documents and speeches; a directory of organizations that are directly or indirectly involved in politics is provided for each minority group; and a timeline. Descriptors: Asian Americans, Blacks, Citizenship, Civil Rights

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Bibliography: W. E. B. Du Bois (page 06 of 10)

This annotated bibliography is reformatted and customized for the Black Lives & Me website.  Some of the authors featured on this page include Stanley O. Gaines, Vivian W. Henderson, W. Maurice Shipley, Charles V. Hamilton, Frederick Dunn, Hamilton Beck, Chester M. Hedgepeth, Rufus Burrow, Edward S. Reed, and Kodzo Tita Pongo.

Pongo, Kodzo Tita (1995). Including African-American Values in Educational Discourse: Toward a Multicultural Public Philosophy, Thresholds in Education. Inspired by W. E. B. Du Bois and Walter Lippmann, this article discusses the development of African American values and their impact on African American attitudes toward education. Identifiable black American values include racial thinking (Afrocentrism), conceptions of social and economic justice, commitment to community, and passion for religion. Multicultural literacy must undergird a new public philosophy. Descriptors: Afrocentrism, Blacks, Community, Cultural Pluralism

Henderson, Vivian W. (1975). Race, Economics, and Public Policy, Crisis. Reflecting upon the thought of W.E.B. DuBois, it is argued that the black person's fundamental problem today is not one of race but rather is a hard core economic class problem. The implications of this analysis for social strategy and public policy are discussed. Descriptors: Economic Change, Economic Factors, Economically Disadvantaged, Low Income Groups

Willie, Charles V.; Hedgepeth, Chester M., Jr. (1979). The Educational Goals of Black Colleges, Journal of Higher Education. The writings of educational theorists, including W. E. B. DuBois and contemporary critics, are reviewed in this assessment of Black colleges in the U.S. The Black college experience, shown to have continued to expose students to a double culture, helped them develop a double consciousness, and taught them to seek a double victory. Descriptors: Black Colleges, Black Students, College Role, College Students

Gaines, Stanley O., Jr.; Reed, Edward S. (1995). Prejudice: From Allport to DuBois, American Psychologist. Examines the differences between Gordon Allport's and W. E. B. DuBois's theories on the origins of prejudice and the impact of discrimination on the personality and social development of blacks. The article argues that prejudice is a historically developed process, not a universal feature of human psychology. Implications for U.S. race relations are addressed. Descriptors: Bias, Blacks, Comparative Analysis, Criticism

Hamilton, Charles V. (1986). ….Or Just a Beginning? The Social Contract of W.E.B. DuBois, New Perspectives. Considers the writings of W.E.B. DuBois, especially "The Philadelphia Negro," and its relevance to racial relations today, emphasizing a social contract between Black Americans and their country. While the situation has changed substantially, the parties are still involved in negotiations as vital as those of 1899. Descriptors: Black History, Black Power, Blacks, Equal Opportunities (Jobs)

Deegan, Mary Jo (1988). W.E.B. Du Bois and the Women of Hull-House, 1895-1899, American Sociologist. Uses correspondence generated by the writing of "The Philadelphia Negro" to describe the collaborative relationship between W.E.B. DuBois and women sociologists. Suggests that this historical bond between Black men and White women in their search for a more egalitarian future has the potential to inform efforts toward greater equity now and in the future. Descriptors: Black Leadership, Civil Rights, Females, Feminism

Burrow, Rufus, Jr. (1992). Some African American Males' Perspectives on the Black Woman, Western Journal of Black Studies. Presents views of Frederick Douglass, W. E. B. Du Bois, Malcolm X, and James Hal Cone (African-American male leaders) toward African-American women in the United States. Discusses the role of African-American men in addressing and eradicating sexism in African-American churches and the African-American community. Descriptors: Adults, Black Community, Black History, Blacks

Shipley, W. Maurice (1976). Reaching Base to Geary: Comparative Sketches in the "Dreams" of W. B. Yeats and W. E. DuBois, Crisis. Focuses on the attempts of W. B. Yeats and W. E. B. DuBois to channel the creative arts of the Irish and Black people, respectively, into a more substantially fulfilling art, an art that took its original impulse from history, legend and myth. Descriptors: Authors, Black Literature, Comparative Analysis, Literary Criticism

Beck, Hamilton (1996). W.E.B. Du Bois as a Study Abroad Student in Germany, 1892-1894, Frontiers: The Interdisciplinary Journal of Study Abroad. Examines the life of W.E.B. Du Bois, looking at his autobiography and his 3-year stay in Berlin as a graduate student from 1892-1894. Uncovers an excellent example of learning outside of one's own culture through the series of social, political, and ideological encounters Du Bois experiences, reflects on, and remembers.   [More]  Descriptors: Cultural Awareness, Experiential Learning, German, Graduate Study

Cross, Theodore, Ed.; And Others (1996). Du Bois'"The Philadelphia Negro": 100 Years Later, Journal of Blacks in Higher Education. Provides comments from several black scholars on the importance of W. E. B. Du Bois's "The Philadelphia Negro" for today. They reply to the following questions: why is "The Philadelphia Negro" part of the canon of black literature? and what does it say today of relevance to blacks and the nation as a whole? Descriptors: Black Attitudes, Black Literature, Blacks, Inner City

Price-Spratley, Townsand (1996). Negotiating Legacies: Audre Lorde, W.E.B. Du Bois, Marlon Riggs, and Me, Harvard Educational Review. Demonstrates how the writing of Audre Lorde, W. E. B. Du Bois, and Marlon Riggs contributed to the author's personal and professional development as a homosexual scholar of African descent. Describes negotiating legacies as the process of understanding the contexts and contributions of cultural ancestors. Descriptors: Blacks, Cultural Background, History, Homosexuality

Fitchue, M. Anthony (1997). Locke and Du Bois: Two Major Black Voices Muzzled by Philanthropic Organizations, Journal of Blacks in Higher Education. In 1935, the Howard University philosopher Alain Locke asked W. E. B. Du Bois to contribute to an adult education project for African Americans. Censorship by white-controlled foundations forced Locke to reject the Du Bois essay to protect contributions for causes of great importance to blacks. Descriptors: Adult Education, Blacks, Censorship, Civil Rights

Taylor, Carol M. (1981). W.E.B. DuBois's Challenge to Scientific Racism, Journal of Black Studies. Proposes that a direct and authoritative challenge to the scientific racism of the late eighteenth and early twentieth centuries was urgently needed, and was one of the leading rhetorical contributions of W.E.B. DuBois. Specifically examines three issues: social Darwinism, the eugenics movement, and psychologists' measurement of intelligence. Descriptors: Debate, Intelligence Tests, Racial Bias, Social Problems

Dunn, Frederick (1993). The Educational Philosophies of Washington, DuBois, and Houston: Laying the Foundations for Afrocentrism and Multiculturalism, Journal of Negro Education. The following three African-American philosophical orientations to education have achieved prominence over the years: (1) the accommodationist philosophy of Booker T. Washington; (2) the radical, liberationist approach of W. E. B. DuBois; and (3) the integrationist/desegregationist, reformist philosophy of Charles H. Houston. Each philosophical orientation is characterized. Descriptors: Afrocentrism, Black Colleges, Black Culture, Black Education

Watts, Jerry G. (1983). On Reconsidering Park, Johnson, DuBois, Frazier and Reid: A Reply to Benjamin Bowser's "The Contribution of Blacks to Sociological Knowledge.", Phylon. Contends that Benjamin Bowser's essay (title cited above) contains conceptual and factual errors on such matters as the relationship of African slavery to European economic expansion; influence of Social Darwinism; and the role of Robert Park, W.E.B. DuBois, E. Franklin Frazier, and other Black historians in sociological research in this country. Descriptors: Black History, Blacks, Slavery, Social Science Research

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Bibliography: W. E. B. Du Bois (page 05 of 10)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include James B. Stewart, Washington National Park Service (Dept. of Interior), Dan S. Green, Robert A. Bauman, Irene Diggs, Black Issues in Higher Education, Journal of Blacks in Higher Education, Clarence G. Contee, Robert W. Williams, and Lewis M. Killian.

Diggs, Irene (1974). DuBois and Women: A Short Story of Black Women 1910-1934, Current Bibliography on African Affairs. Excerpts from the various writings of W.E.B. DuBois are used to illustrate his thoughts on the plight of black women. Such topics as sex, education and voting rights are discussed. Descriptors: Black History, Blacks, Females, History

Alridge, Derrick P. (1999). Guiding Philosophical Principles for a DuBoisian-based African American Educational Model, Journal of Negro Education. Examines the educational thought of W.E.B. DuBois, extrapolating from his work a model of educational principles that raise awareness of the need for African American based education and encourage further development of African American based education models. The principles are: African American centered education; communal education; broad based education; group leadership education; pan-Africanist education; and global education. Descriptors: Black Students, Community Involvement, Educational Philosophy, Educational Theories

Stewart, James B. (1984). The Legacy of W. E. B. DuBois for Contemporary Black Studies, Journal of Negro Education. Analyzes the writings and career of W.E.B. DuBois to reconstruct an historical exemplar for Black Studies. Emphasizes the diversity of the leader's thought and roles in relation to the various methodologies used in Black Studies. Argues that such "restoration" work is needed to facilitate further maturation of the discipline. Descriptors: Black History, Black Influences, Black Leadership, Black Studies

Green, Dan S.; Smith, Earl (1983). W.E.B. DuBois and the Concepts of Race and Class, Phylon. Summarizes and analyzes W.E.B. DuBois's publications on race and class, particularly as he observed the relationships between White and Black Americans from about 1890 to the 1960s. Contends that DuBois's work has been seriously underrated and cites William J. Wilson's work as corroborating and extending DuBois's theories. Descriptors: Black Culture, Black History, Capitalism, Ethnography

Bauman, Stephanie SanMiguel; Bauman, Robert A. (2001). Understanding the African-American Experience: An Interdisciplinary, Multimedia Approach. Psychological and historical perspectives on what W.E.B. Du Bois described as "double-consciousness" or "twoness" offer distinct yet complementary viewpoints of the African American experience. A counseling psychologist and an American historian examined the issue of African American identity using an interdisciplinary teaching approach. The incorporation of print and audiovisual media helps reveal the African American experience of oppression, along with the development of identity and the demonstration of resilience. Knowledge of African American history and familiarity with psychological models of cultural identity development are prerequisite to increased therapist cultural sensitivity and multicultural counseling skills. (Contains 33 references.)   [More]  Descriptors: Audiovisual Aids, Blacks, Counseling, Cultural Pluralism

Killian, Lewis M. (1999). Generals, the Talented Tenth, and Affirmative Action, Society. Describes W.E.B. DuBois' Talented Tenth concept in regard to race relations and role models for black youth, examining: controversies over affirmative action in higher education, opportunities for black officers in the U.S. armed forces, racial barriers to admission to military institutions, African Americans who became military officers, and integration of the armed forces. Descriptors: Access to Education, Affirmative Action, Blacks, Equal Education

Journal of Blacks in Higher Education (1999). JBHE Readers Select the Most Important African Americans of the Twentieth Century. Presents the results of a survey of readers' opinions about African Americans who made the greatest contributions to American society during the 20th century. Martin Luther King, Jr., received the most votes by a large margin, followed by Thurgood Marshall, W.E.B. Du Bois, and Malcolm X. Discusses survey results by various categories. Descriptors: Black History, Black Influences, Black Leadership, Blacks

Contee, Clarence G. (1970). Afro-Americans and Early Pan-Africanism, Negro Dig. History of the Pan-African movement, the roles of W.E.B.Du Bois and Marcus Garvey in the movement activities, and the shift to African based leadership of the movement in the 1940's are discussed. Descriptors: African History, Black History, Black Leadership, Black Power

Williams, Robert W. (2004). W. E. B. Du Bois and the Socio-Political Structures of Education, Negro Educational Review, The. Family involvement in education often has been justified in terms of parental rights or positive educational outcomes. Such justifications are often cast as models and useful strategies to follow. Yet largely absent from the practical advice are the contextual dimensions that condition involvement in the first instance: namely, race, class, gender, among other demographic aspects. This paper focuses on understanding a way to ground the role of family involvement for African Americans today. The paper's theoretical point of departure is W.E.B. Du Bois, the tireless fighter for African-American rights and freedoms. Du Bois utilized a structural approach in both his social science research and his political commentaries. It is an approach which situates the phenomena under study, such as individuals or social groupings, within the contexts of their lives and interactions. As a theoretical consequence, we can better understand how "facts" emerge from specific conditions and how changed conditions thereby might change the facts. As a practical consequence, social movements gain tools for promoting social justice. Du Bois created a framework of analysis that can be used fruitfully to understand the structural importance of black family involvement in education: namely, the specificity of African Americans within a larger society and as part of a larger diaspora. Illuminating such specificity is important because of the lingering racism in the 21st century and the legacy of racial oppression in America. This article will present Du Boi's insights into the socio-political contexts of education, as well as into the content of instruction. In addition, I will sketch several possible guidelines, extracted from his thoughts, that might be useful for a new millennium of education in America.   [More]  Descriptors: Family School Relationship, Race, Social Science Research, Educational Objectives

Reid, John D.; Lee, Everett S. (1977). A Review of the W. E. B. DuBois Conference on Black Health, Phylon. The consensus that emerged from the W. E. B. DuBois Conference on Black Health, held at Atlanta University in December of 1976 was that we are in the midst of a period of stagnation in regard to the improvement of black health. Descriptors: Black Community, Black Influences, Blacks, Conference Reports

Johnson, Keith V.; Watson, Elwood (2004). The W. E. B. DuBois and Booker T. Washington Debate: Effects upon African American Roles in Engineering and Engineering Technology, Journal of Technology Studies. The messages of Booker T. Washington and W. E. B. DuBois could not have been more diverse. The philosophical rivalry between Washington and DuBois has deep historical roots. To be on the same side fighting for the same purpose, progress, and uplifting of the Black race, these two Black intellectuals harbored radically divergent views on how to assist African Americans to free themselves from their often subhuman conditions. Both men were aware that technological advancement was of foremost importance to the advancement of African Americans. Washington's (1901) "Up From Slavery" and DuBois' (1903) "The Souls of Black Folks" were immediately hailed as classic commentary due to their efforts to address the then "Negro" problem in America. There were a number of Black Americans who made a valiant effort to mitigate poverty, illiteracy, racial discrimination, high mortality rates, and other desolate conditions that plagued many African Americans, particularly at the turn of the century. However, due to their influential appeal among certain constituencies, both Washington and DuBois garnered ample attention from many segments of the American intelligence, many of which were European in ethnic origin. Thus, acknowledgment from the White power structure (this was particularly true in the case of Washington) provided both men a platform to promote their message. In this article, the authors discuss the effects of the debate upon African American roles in engineering and engineering technology. Both Washington and DuBois were aware that the need for African Americans to become technologically literate was paramount. However, whereas Washington advocated a hands-on external approach, DuBois promoted a paternalistic form of advancement of the Black race. Both men's philosophies are still being argued and applied in the technological arena today.   [More]  Descriptors: Racial Discrimination, Engineering Technology, Engineering, Engineering Education

Alridge, Derrick P. (1999). Conceptualizing a Du Boisian Philosophy of Education: Toward a Model for African-American Education, Educational Theory. W.E.B. Du Bois was a significant 20th-century educational thinker. His works and educational views have relevance to the social, economic, and political realities of contemporary African-American life. The paper places Du Bois' thinking within the historical context of 1930s African-American life, juxtaposes his educational thinking with that of other educational theorists, and presents a resulting six-pronged educational model. Descriptors: Afrocentrism, Black History, Black Students, Democracy

National Park Service (Dept. of Interior), Washington, DC. (2002). Clash of the Titans: Booker T. Washington and W. E. B. Du Bois. Curriculum Based Education Program, Grade 11. The Booker T. Washington National Monument preserves and protects the birth site and childhood home of Booker T. Washington while interpreting his life experiences and significance in U.S. history as the most powerful African American between 1895 and 1915. The programs and activities included in this guide about the Booker T. Washington and W. E. B Du Bois are designed to meet the curriculum requirements specified in the Standards of Learning for Virginia Public Schools. This curriculum unit for 11th grade compares and contrasts Washington and Du Bois, two prominent African American leaders who had opposing views on many topics. The guide explores the impact these two men had on the modern civil rights movement in the United States. Engaging in the unit's pre-visit, on-site, and post-visit activities, students focus on the differing ideas about civil rights held by Du Bois and Washington. The activities in the unit enable students to investigate, research, and participate in hands-on learning experiences. Each program content page details how the park can serve as a classroom. The unit describes activities and gives specific objectives for each lesson. (Contains a 13-item booklist and informational materials.)   [More]  Descriptors: Black Achievement, Black History, Black Leadership, Blacks

McJamerson, Jimmy (2005). The Niagara Movement: Black Protest Reborn, 1905-2005, Online Submission. The purpose of this presentation was to examine the Niagara Movement as the initiator of a new tactic of Black protest that had its inception in 1905 with the creation of this movement. To further understand the impact of this movement, the factors which led to the creation of this movement were explored, an analysis of the purpose, history, failure and lasting effects were studied. Results indicate that the strengths were limited because: (1) it lacked the support of Booker T. Washington, the leading African American of the day and (2) it was an all-Black movement, which lacked the resources to be successful. On the other hand, the movement did give birth to the national mass protest movement which included whites and was a marked departure from the previous efforts and led to the creation of numerous national organizations. Some of these were the National Associational for the Advancement for Colored People (NAACP), 1909; the Urban League, 1910; March On Washington Movement (MOWM), 1940-41; Congress Of Racial Equality (CORE), 1972; Southern Christian Leadership Conference (SCLS), 1957; Student Non-violent Coordinating Committee (SNCC), 1960 and others. Seminal to this presentation was the debate between the advocate for a liberal arts education and the advocate for equality of his race, Dr. W.E. B. DuBois, and Booker T. Washington, founder of Tuskegee Institute who advocated an industrial education and a public conciliatory tone toward race matters. The stance taken by these two intellectuals continues to be discussed and debated. Their impact on African American and American societies, especially because of the controversial nature of their opinions, and impact on the education of African Americans are worthy of further study. Moreover, the revelation that Booker T. Washington secretly funded NAACP cases to help tear down the system he publicly support warrants more investigation. The stances of those two gentlemen continue to stir heated debate about their roles in history and there is a need for an objective look at the two outstanding African Americans with differing views.   [More]  Descriptors: African Americans, United States History, Civil Rights, Racial Discrimination

Black Issues in Higher Education (1999). Influential Faculty: Transcending the Classroom. Provides profiles of 15 black college teachers chosen for their personification of outstanding scholarship, service, and integrity and for the impact of their work on higher education in the last 15 years. Many of the faculty selected were found to be activist scholars in the tradition of W. E. B. Du Bois. Descriptors: Activism, Black Teachers, College Faculty, Educational History

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