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Harriet Jacobs: Using Online Slave Narratives in the Classroom Cheryl Mason Bolick and Meghan M

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Harriet Jacobs: Using Online Slave Narratives in the Classroom Cheryl Mason Bolick and Meghan M Social Education (), pp. - © National Council for the Social Studies Harriet Jacobs: Using Online Slave Narratives in the Classroom Cheryl Mason Bolick and Meghan M. McGlinn The teacher of a local high school U.S. determining historical significance.”2 As to complete a Web-based project.3 These history course recently took her students such, teacher educators and classroom included reading and writing skills such as to the computer lab. She had selected a teachers are very concerned that social skimming, scanning, interpreting and sum- series of online primary sources for her studies students actively participate in the marizing, and technology and communi- students to analyze. This teacher believes development of their understanding. cation skills such as using search engines in providing students with opportunities New technology provides an increas- and sharing findings. Teacher guidance to interpret and analyze online historical ing array of tools with which teachers is therefore essential to the development texts so students may develop their own, can present realistic learning situations of student literacy in the use of online meaningful understanding of the past. Her that engage their students. Through the resources. By overtly coaching students students were eager to work in the lab and Internet, teachers and students can access in order to help them develop these skills, immediately started on their assignments. a wider variety of social studies informa- teachers can avoid many of the frustrations After a while, however, she started to notice tion such as primary sources, maps, videos, related to computer-assisted instruction flagging motivation and that students were photographs, discussion boards, and much and, over time, students will be able to sneaking off to “Ask Jeeves” and “Google” more in order to create inquiry-based more independently use hypertext to for help. Worse, their interpretations activities. develop social studies understanding. of the primary documents read online As the nature of social studies instruc- While educators cannot assume demonstrated only minimal understand- tion evolves due to the integration of tech- that student knowledge of computers ing. What had gone wrong? In the past, nology, so too is student literacy undergo- means content learning becomes easier her students all exhibited technological ing major changes—students now need to for students online, teachers need not be savvy and had regular experience using develop the skills necessary to use online dissuaded from using technology. In order the Internet for school and personal uses. texts meaningfully in educational settings. for students to effectively use hypertexts Why did this online learning activity seem- This literacy includes the ability to not in the social studies classroom, teachers ingly backfire? only locate appropriate hypertexts but must select appropriate online materials Teachers most interested in a con- also to critically read, analyze, evaluate and coach their students on how to use structivist approach to historical instruc- and make inferences about these texts. computer-based research materials. By tion like the one above often use new Too often, educators assume that using online primary sources while help- technology to provide realistic, inquiry- the younger generation, first referred ing students learn to analyze and interpret based learning situations for their students. to as the “Net Generation,” possess the hypertext, teachers achieve the dual Recent research in social studies learning prerequisite computer skills necessary for objectives of building on student under- has de-emphasized student memorization computer-assisted instruction. Teachers standing of social studies while aiding them of facts and text-based instruction in favor especially need to realize that, while to develop literacy skills useful in today’s of engaging students in historical inquiry.1 students may be able to navigate Web information age. Milson reports “the research base has pages and search engines or play realistic indicated that students learn history games with ease, they are not always able to Documenting the American South most effectively when they are engaged transfer this knowledge to school-related The University of North Carolina’s in asking historical questions, collecting tasks. Tancock, for instance, points out the Documenting the American South and analyzing historical sources, and multiple literacy skills required of students project is one example of an appropriate Social Education A p r i l 2 0 0 4 198 199 digital library that can be used in the social the slave narrative. For example, a analyze and interpret hypertext. Hence, studies classroom. The library houses little more than five years ago, I it is essential that teachers coach their more than 1,000 full-text, searchable read an excerpt of the Narrative of students through online resources using primary resources available at no cost to William Wells Brown, A Fugitive appropriate pedagogy. users around the world. Documenting Slave. Several months ago, I read the American South is comprised of six the entire narrative. I was aware of The Life of Harriet Jacobs sections: First-Person Narratives of the some of his accomplishments, but Elsewhere in this issue of SOCIAL American South; Library of Southern through your site I have read more EDUCATION (see pp. 221-25), Hicks and Literature; North American Slave of his works and now understand Doolittle (2003) present the SCIM-C Narratives; The Southern Homefront, his true genius. I live and teach in strategy of historical analysis. This 1861-1865; The Church in the Southern Indiana, and these online works approach can help teachers structure Black Community; The North Carolina are not readily available in this area. activities that guide students through Experience, beginnings to 1940; and For me to have the opportunity to the analysis of digital historical docu- North Carolinians and the Great War. read these works, I would have to ments. To illustrate how this strategy can The project incorporates materials from travel great distances, if it were not be used, we have selected one resource a broad range of Southern experience; it for your site.5 from Documenting the American South includes the historical and social experi- that connects with many states’ standard ences of citizens from all social classes The student emails to Documenting course of study in U.S. history or state and walks of life. Materials for inclusion the American South also reveal great history, especially related to slavery and are selected in consultation with a board appreciation for making the resources the antebellum era. The document we of faculty advisors from The University available. It appears that many of the stu- selected, Harriet Jacobs: Incidents in of North Carolina’s College of Arts and dents who access the site use it to conduct the Life of a Slave Girl, is one of the most Sciences. All material is made available for research for school projects and to supple- accessed and compelling documents from free from the university library sponsored ment the resources they have available in the digital library. website: docsouth.unc.edu. their communities. One student’s com- Harriet Jacobs was born in 1813, the The University of North Carolina’s ments highlights the overall sentiment: daughter of two slaves in Edenton, N.C. library opened Documenting the Thanks a lot for making this web- According to Jacobs, “I was born a slave; American South in 1994 with the North site. I am working on a research but I never knew it till six years of happy American Slave Narratives project. Project project for school (high school) childhood had passed away.” Her owner, organizers anticipated that the audience for and I needed this poem, “Summer Margaret Horniblow, treated Jacobs rela- this and the subsequent projects would Bower” by Henry Timrod. It must tively kindly and taught her to read and primarily be university and college-level have taken a long time to docu- write; as a little girl, Jacobs played with researchers and faculty. A review of over ment all this information. This is the white children of the family.7 This 1,500 email messages sent to the site since really what the Internet is about, all ended when Jacobs turned six and its inception revealed that other audiences though. The availability of qual- Horniblow died. Jacobs then became are also making use of the site, including ity information.6 the “property” of Dr. James Norcon, K-12 teachers, librarians, and students who Horniblow’s son-in-law, and her life find the site a valuable resource for bring- With teacher guidance, these materi- changed dramatically. ing primary materials to the classroom.4 als can enhance student understanding This narrative illustrates the devastat- The majority of teachers and school of the historical past and encourage the ing impact slavery had on the family unit. In librarians who contacted Documenting growth of student literacy skills aligned her writings, Jacobs highlights detrimental the American South wrote to thank the with the demands of the Information slave experiences such as the loss of child- university for making these resources Age. However, the concept of the digital hood, the inability to choose partners, and available and shared teaching suggestions library—an electronic system for archiving, the separation of families. Further, Jacobs’s of how they incorporated the project into retrieving, analyzing and manipulating story provides insight into the particular their instruction. One classroom teacher large collections of digitally formatted struggles faced by women. Jacobs explains, commented: materials—is a new and largely unfamiliar “No matter whether the slave girl be as I am a social studies teacher who technology to K-12 students. As discussed black as ebony or as fair as her mistress. greatly enjoys your site. I find it earlier, students may easily “get lost” within In either case, there is no shadow of law invaluable for my reading of 19th- digital libraries and become distracted to protect her from insult, from violence, or century African American writers from the learning objectives.
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