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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