Harriet Jacobs: Using Online Slave Narratives in the Classroom
Social Education Volume 68, Number 3, ISSN 0037-7724
Teachers most interested in a constructivist approach to historical instruction often use new technology to provide realistic, inquiry-based learning situations for their students. Recent research in social studies learning has de-emphasized student memorization of facts and text-based instruction in favor of engaging students in historical inquiry. New technology provides an increasing array of tools with which teachers can present realistic learning situations that engage their students. Through the Internet, teachers and students can access a wider variety of social studies information such as primary sources, maps, videos, photographs, discussion boards, and much more in order to create inquiry-based activities. This article provides suggestions and online resources for teaching students about slave narratives. The following sections are included: (1) Documenting the American South; (2) The Life of Harriet Jacobs; (3) Using the SCIM-C (Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating) Strategy to Study Harriet Jacobs; (4) Summarizing and Contextualizing; (5) Inferring and Monitoring; and (6) Corroborating. (Contains 11 endnotes.)
Bolick, C.M. & McGlinn, M.M. (2004). Harriet Jacobs: Using Online Slave Narratives in the Classroom. Social Education, 68(3),.
Cited ByView References & Citations Map
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
Cinthia Salinas & M. Elizabeth Bellows, The University of Texas at Austin, United States; H. Leonard Liaw, unknown, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 184–204
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