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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