African American History Annotated
Dr. Ava L. McCall
● Young Adult and Children’s Books
● Children’s Periodicals
● Children’s Plays
Young Adult and Children’s Books
Brenner, B. (1978). Wagon wheels. New York: HarperTrophy.
Picture book, lower elementary. The text is historical fiction, but is based on a real
African American family who traveled to Kansas in 1878 to create a new home on land
available from the Homestead Act. This family’s story is similar to many African
Americans who left the South after the Civil War to find better homes in the West. The
father and his three children at first settle in Nicodemus, Kansas, an African American
community. They build their dugout home and survive the first harsh winter with food
provided by the Osage. However, in the spring, the father leaves the three children alone
in search for a better place to live. The children stay alone for several months until their
father writes that he has a new home. To the children’s credit, they walk 150 miles to find
Davis, B. (1976). Black heroes of the American Revolution. San Diego: Odyssey.
Upper elementary/middle school level. The author calls attention to male African
Americans who served on the patriot side during the seven-year American Revolution.
Their contributions are often unknown because they left no records of their experiences
since most were slaves and could neither read nor write. The text provides brief portrayals
of African American men who fought as soldiers and sailors or served as spies. It also
describes three Black regiments, one from Rhode Island, another from Boston, and a third
from Haiti. More indepth portrayals are given of James Forten, a war prisoner who later
became an abolitionist and one of Philadelphia’s wealthiest men and Crispus Attucks, the
first martyr of the American Revolution who died during the Boston Massacre. Most
African American slaves volunteered to serve without the promise of gaining freedom;
however, thousands became free because of their military service.
Dennis, D. (1984). Black history for beginners. New York: Writers and Readers.
Upper elementary level. Through brief passages and sketches, the author overviews Black
African and African American history beginning with early explorers, slavery, the
colonies, the Quakers, the American Revolution, revolts for freedom and the
Underground Railroad, laws and court cases regarding slavery, the Civil War,
Reconstruction, the migration of African Americans north and west, World War I, the
Harlem Renaissance, Black Nationalism movement, labor union, World War II, and the
Brown vs. Board of Education decision. The text concludes with the Civil Rights
movement actions (boycotts, sit-ins, freedom rides, and mass marches).
Hoobler, D. & Hoobler, T. (1995). The African American family album. New York: Oxford
Middle School level and adult resource. The authors review different chronological
periods in African American history from life in Africa, to the middle passage, slavery,
life after slavery in the South and North, the importance of families, religion, and schools
in improving life for African Americans during the early 20th century, and concluding
with the civil rights movement and opportunities in sports, music, films, writing, and
publishing for African Americans during the late 20th century. For each section, the
authors provide an overview of important people and events, then include quotations
from African Americans who lived during these periods and described their personal
perspectives. The racism African Americans experienced from the time they were brought
as slaves to the United States through the present is a constant theme throughout the text.
The quotations reflect the impact of racism on individuals and families as well as their
efforts to counteract racism.
Hughes, L., Meltzer, M. & Lincoln, C. E. (1990). African American history: Four centuries of
Black life. New York: Scholastic.
Middle school level and adult resource. The text provides a brief overview of African
American history divided into different eras and topics. It begins with African heritage
(prehistory) until the culture’s disruption through the transcontinental slave trade in the
1800s. A discussion of slavery in the Americas is included from 1619 through 1865 and
the lives of free Blacks are described during the 17th and 18th centuries. The authors also
explain resistance to slavery; life after slavery during Reconstruction (1865-1900);
different perspectives on the role of African Americans in American society during world
wars and the Great Depression (1900-1940); the struggle for freedom through the law and
collective action (1940-1980); and African Americans becoming involved in politics, arts,
business during the 1970s-1990s.
Kramer, B. (2003). Mahalia Jackson: The voice of gospel and civil rights. Berkeley Heights, NJ:
Upper elementary/middle school level. This biography of Mahalia Jackson illustrates the
importance of music in her life from childhood on. Growing up in poverty in segregated
New Orleans, Jackson sang in the Baptist church choir, but listened to the Pentecostal
Church music and blues and jazz which influenced her singing throughout her life. She
focused on singing gospel music, and made records, toured nationally and internationally,
performed for Presidents Truman, Eisenhower, Kennedy, and Johnson, and won awards
for her music. When Jackson met Martin Luther King, Jr., she became involved in the
civil rights movement, often singing for events or to raise money. Because of her own
experiences with racism in racially segregated schools and trains, the refusal of service in
hotels and restaurants, and the struggle to purchase a house, Jackson understood the
importance of racial equality. She believed her music was an avenue to diminish hate and
fear between Whites and Blacks.
Lasky, K. (2003). A voice of her own: The story of Phillis Wheatley, slave poet. Cambridge, MA:
Picture book, elementary level. The text portrays the life of Phillis Wheatley from her
capture on the west coast of Africa in 1761 and her travel to Boston on a slave ship until
her freedom in 1774. Although it was not done in the North, Phillis’ owner, Susannah
Wheatley, taught Phillis to read and write. Phillis’s success in reading the Bible led to her
study of other subjects, a contrast to the very limited education for most White colonial
girls and women. The text describes experiences and events which prompted Phillis to
write poetry about them and includes excerpts of the poems. Although Phillis remained
Mrs. Wheatley’s slave until after Mrs. Wheatley’s death, she supported Phillis’ writing.
She took Phillis to people’s homes to read her poems and sent her to England to get her
poems published after all the Boston printers refused to publish the poetry of an African
American. The author emphasizes slavery’s dehumanization through enforcing silence
and the importance of Phillis Wheatley’s voice in becoming free.
Lyons, K. S. (2012). Ellen’s broom. New York: G. P. Putnam’s Sons.
Picture book, elementary level. The text deals with the time period following the end of
slavery when African Americans could legally marry. During slavery, African American
slaves were only allowed to “jump the broom” as a symbol of marriage, and families
could still be sold away from each other at the whim of the “master.” The young girl
narrator describes her family’s travel to a court house so her parents could have their
marriage legally documented, which is commemorated with a marriage certificate. Even
though her parents view the broom as a remnant from slavery, their daughter’s interest in
the importance of the broom appears to help them embrace this tradition during slavery as
well as their new legal rights. The author’s note explains the “1866 Cohabitation List of
Henry County, Virginia,” which inspired the book.
McGill, A. (1999). Molly Bannaky. Boston: Houghton Mifflin.
The author provides a brief description of Benjamin Banneker’s grandmother, Molly
Walsh Bannaky, who came to the United States as an indentured servant in 1683. After
completing the required seven years of labor for a Maryland farmer, she was freed and
staked out her own land, unheard of for women at that time. She bought an African slave,
whom she later married, to help her farm. Together, they made the farm prosper and had
four daughters, including Benjamin Banneker’s mother. Molly taught Benjamin to read
and write, shared the family history, and with her own example of stepping outside
traditional gender and racial boundaries, provided the foundation for Benjamin’s later
success as a scientist and mathematician. Benjamin Banneker illustrated that African
Americans were not intellectually inferior.
Monceaux, M. & Katcher, R. (1999). My heroes, my people: African Americans and Native
Americans in the West. New York: Frances Foster Books.
Picture book, upper elementary level. Monceaux also illustrated the text with drawings of
African Americans and Native Americans who played important or minor roles in the
history of the “West,” despite racism and discrimination. He described African
Americans who were fur traders, cowboys, criminals, lawmen, stagecoach drivers, and
buffalo soldiers and some of the ways they were unequal to European Americans in
similar positions. Only a few African American women were depicted, but these women
spent their lives helping others find more opportunities in the West. Several Native
leaders were portrayed who were involved in conflicts with the U.S. Government over
Native people’s land.
Myers, W. D. (1991). Now is your time! The African-American struggle for freedom. New York:
Middle school level and adult resource. The author intersperses general descriptions of
historical eras with stories of individuals. He begins with a brief review of the beginning
of the slave trade as European Americans recognized the need for cheap labor in the
Americas. The author includes a story of one African brought to the U.S. as a slave, kept
in slavery for 40 years, then was able to return to Africa. The development of the
plantation society is described which necessitated a large labor force to raise one main
crop for income and complete other work needed for life on a large estate. One chapter
describes the inhumane strategies slave owners used to exercise complete control over
slaves and make them dependent on their “masters,” as well as slave resistance to slavery.
The author also explores the contradictions in the ideals of the American Revolution and
slavery, provides a profile of one free Black (James Forten) living during the
Revolutionary era, the place of slavery in the Constitution, different slave rebellions, and
the struggle of one couple to escape from slavery. As a way to understand the Civil War,
the author describes laws regarding slavery, the growing abolitionist movement, the
secession of southern states from the Union, and significant activities of the Civil War
itself. Following the Civil War, African Americans still had to struggle for survival and
move toward greater equality. Court cases and the accomplishments of African American
individuals bring readers up to the final chapter, which focuses on Martin Luther King, Jr.
and the modern Civil Rights Movement.
Nelson, K. (2011). Heart and soul: The story of America and African Americans. New York:
Balzer & Bray.
Upper elementary level. The author also illustrated the text with beautiful paintings. He
narrated the story of African Americans in the U.S. through the words and family photos
of an elder grandmother whose family was affected by major historical events. Readers
are reminded that African Americans have been part of U.S. history from the colonial
period to the recent vote for the first African American president. They participated in the
Revolutionary War, were brought to the U.S. as slaves, participated in the abolitionist
movement, fought in the Civil War, endured Reconstruction, moved west to enjoy some
freedom in the 1860s, moved north for better jobs during World War I, survived the Great
Depression, fought in segregated units in World War II, and struggled to overturn Jim
Crow laws and racial segregation.
Pelz, R. (1990). Black heroes of the wild West. Seattle, WA: Open Hand.
Upper elementary level. Each chapter includes a short biography of an African American,
including Estevan (explorer), Jean Baptiste Point Du Sable (founded Chicago), George
Washington Bush (one of Washington state founders), James Beckwourth (guide), Clara
Brown (Colorado settler and benefactor), Biddy Mason (obtained freedom from slavery in
California and settled and prospered there), Mifflin Gibbs (lawyer and judge), and Mary
Fields (Montana pioneer).
Thomas, J. C. (1998). I have heard of a land. New York: Joanna Cotler Books.
Picture book, elementary level. Written in verse, the author describes the possibilities for
women and African Americans to obtain land in Oklahoma during the late 19th century.
Building on family stories of her African American great-grandparents move to
Oklahoma, the author focuses on one African American woman pioneer who plants
crops, grows all the food she eats, sleeps in a sod hut, and builds a log cabin with the help
of her neighbors. The Oklahoma Territory was one of the few places in the U.S. where a
woman could own land in her own name. The text celebrates the possibilities for a better
life in Oklahoma for women and African Americans.
Chorlian, M. (Ed.). (1995, February). Buffalo soldiers. Cobblestone, 16.
Elementary level. This issue contains articles which explain who Buffalo soldiers are
(name Native people gave to African American soldiers serving in the West during the
end of the 19th century who exemplified the courage and importance of the buffalo), the
discrimination and prejudice these soldiers experienced, some of their accomplishments,
honors they have received, and programs developed to teach children and youth about this
aspect of U.S. history.
Chorlian, M. (Ed.). (1996, February). Mary McLeod Bethune. Cobblestone, 17.
Elementary level. Articles focus on Bethune’s childhood, the help she received from other
African American women who helped her gain an education, her progress in establishing
a school for African American girls which later became Bethune-Cookman College, her
friendship with Eleanor Roosevelt, and her efforts to organize African American women
to speak on public issues and serve in government through the National Council of Negro
Chorlian, M. (Ed.). (1997, February). Tuskegee Airmen. Cobblestone, 18.
Elementary level. The opening article explains that Tuskegee Airmen were the first
African Americans to serve in the U.S. Army as fighter pilots when the armed forces
were still racially segregated. Other articles focus on the first African American women to
have a pilot’s license (Bessie Coleman) and a commercial pilot’s license (Willa Brown),
one of the first African American men to have a pilot’s license and teach flying (Charles
Anderson), the first African American men to graduate from West Point and command
the segregated African American flying unit (Benjamin Davis), this unit’s victorious
flights during World War II, and African American airmen’s protests of racial segregation
in the military resulting in Truman’s order to desegregate it in 1948.
Chorlian, M. (Ed.). (1998, February). African American education: A proud heritage.
Elementary level. This issue contains articles describing secret schools which slave
children secretly attended; early efforts to provide schools for African Americans in the
North and Quaker support for education before 1865 when slavery was abolished; efforts
to educate escaped slaves on the Sea Islands off the South Carolina coast; outstanding
African American teachers such as Charlotte Forten; Booker T. Washington’s and W. E.
B. Du Bois’ different perspectives on proper education for African Americans; the
Supreme Court decision which desegregated public schooling; and traditional Black
colleges and universities which provided educational opportunities when most higher
educational institutions would not admit African American students.
Chorlian, M. (Ed.). (1999, February). African American pioneers and homesteaders.
Elementary level. The articles focus on African Americans’ migration west following the
Civil War. These African Americans were called “Exodusters” and were motivated to
move to claim the 150 acres of free land promised by the Homestead Act of 1862 and the
passage of the Black Codes in the South which denied rights to African Americans and
kept them poor. Other articles focus on African American leaders who encouraged other
African Americans to settle in Kansas, African American women who founded
businesses and helped develop communities, the struggles of farming in the West, and the
development of Nicodemus, Kansas as the first all-African American town west of the
Chorlian, M. (Ed.). (2000, February). W.E.B. Du Bois 1868-1963. Cobblestone, 21.
Elementary level. Articles concentrate on Du Bois’ early educational experiences which
both helped him develop his talents and made him aware of racism as well as his notable
accomplishments in earning a doctorate from Harvard, university teaching, researching,
and writing on African Americans’s lives; working with the NAACP (National
Association for the Advancement of Colored People); and leading an international effort
to allow Africans to govern their own countries. One interesting article details the
conflicting views about African Americans’ rights between Du Bois and Booker T.
Washington and another includes a timeline of Du Bois’ life.
Chorlian, M. (Ed.). (2001, February). Ida B. Wells-Barnett 1862-1931. Cobblestone, 22.
Elementary level. The issue focuses on Wells’ childhood experiences of being born to
slave parents who died from yellow fever from she was 16 years old, her work as a
teacher to support her younger sisters and brothers, and her efforts to fight racial
discrimination on trains. Several articles describe Wells most notable accomplishments in
criticizing racial discrimination and lynchings in the press. Wells-Barnett became well-known for her campaign to eliminate lynchings as an example of racist oppression. Her
ability to integrate work, an egalitarian marriage, and motherhood are also described.
Chorlian, M. (Ed.). (2002, February). The NAACP. Cobblestone, 23.
Elementary level. Articles focus on reasons for the rise of the NAACP (National
Association for the Advancement of Colored People) following constitutional
amendments abolishing slavery and prohibiting discrimination against African Americans
in voting; the main purpose of the organization (promoting African Americans’ rights as
citizens mainly through the courts), and the organization’s publication, The Crisis. The
issue also reviews other organizations which fought against discrimination toward
African Americans, profiles people involved with the NAACP, youth programs the
organization sponsors, and provides a timeline of important events within the
organization from its origin in 1909 to the present.
Chorlian, M. (Ed.). (2003, February). The underground railroad and the antislavery movement.
Elementary level. Articles clarify what the underground railroad was, important terms
associated with it; the effects of the fugitive slave laws on escaping slaves and those who
assisted them; different groups associated with the antislavery movement, including
European American abolitionists and free African Americans; individuals and institutions
in Ohio who contributed to the underground railroad; the unique contributions of one
Vermont family who not only helped slaves escape, but also hired them and helped them
become literate; and the creation and demise of two refugee communities composed of
escaped slaves in Canada. The article also previews the new National Underground
Railroad Freedom Center, which teaches participants about the underground railroad and
contemporary freedom issues. An excellent map depicts different underground railroad
Chorlian, M. (Ed.). (2008, April). Get on the bus! On the move for civil rights. Cobblestone, 29.
Elementary level. This issue briefly reviews the racial segregation and discrimination
which led to the 1961 freedom rides and an earlier case (1944) in which a woman refused
to move from her bus seat, was arrested, and fined. The woman’s case went to the
Supreme Court, which ruled that racial segregation in interstate transportation was illegal.
This ruling was tested by European Americans and African Americans who began a
“Journey of Reconciliation” and defied local Jim Crow laws by sitting together on buses
in southern states. Although the men were harassed and arrested several times, this action
was the precedent for the 1961 freedom ride from Washington DC to New Orleans. The
freedom riders were carefully chosen, trained in nonviolent protest, endured beatings and
fire bombs, and were arrested and jailed. The violence, especially in Alabama, was
captured on the news, which won public support for the movement. An interview with
John Lewis, participant in the freedom rides and representative from Georgia in the U.S.
House of Representatives, is interviewed about his experiences and a timeline of events
leading up to and following the freedom rides are included in the issue.
Chorlian, M. (Ed.). (2013, January). A visit to the White House neighborhood. Cobblestone, 34.
Elementary level. The article “If Walls Could Talk” describes some of the slaves and
their activities who lived in the slave quarters of the Decatur House, the only private
residence in the White House neighborhood of Washington DC. After slavery was
abolished in Washington DC in 1862, White and Black domestic workers lived and
worked in the slave quarters. The article “Tracing the Neighborhood’s Black History”
explains the importance of slaves’ labor in building the capital and how free African
Americans helped one another, established their own schools and churches, and worked
to abolish slavery. “Protest in the Park” describes the various protests and marches in
Lafayette Park across from the White House, including those advocating for civil rights
for African Americans.
Chorlian, M. (Ed.). (2013, February). March on Washington. Cobblestone, 34.
Elementary level. The opening article “The Long Struggle” explains the historical context
of the March on Washington by summarizing continued racism and racial discrimination
against African Americans following the elimination of slavery. Articles also profile
leaders of the march, their demands, President Kennedy’s and President Johnson’s
responses to their demands, and the significance of the march as a high point of the civil
Chorlian, M. (Ed.). (2013, November/December). Plantation life. Cobblestone, 34.
Elementary level. The articles focus on the recreated town of Williamsburg, Virginia as it
existed in the 1700s. The articles describe daily life for the different classes of people
including the wealthy gentry class, the middling middle class, the working class, and
enslaved people. About half of the Williamsburg population in the 1700s was African
American, but only a small percentage was free. Readers learn how enslaved people
enabled the wealthy people to enjoy their lifestyle, the various tasks of slaves, their daily
activities, their food and clothing, and their limited rights and freedom. One article
introduces readers to the lives of colonial children, including gentry, middling, lower, and
Chorlian, M. (Ed.). (2014, February). Unsung heroes of the Civil Rights Movement.
Elementary level. The opening articles summarize the unequal conditions affecting
African Americans which precipitated the Civil Rights Movement as well as the main
court cases related to the Civil Rights Movement, organizations formed during the Civil
Rights Movement, and events of the Civil Rights Movement. The remaining articles
profile individuals who had an impact on the movement, but were less well known than
Martin Luther King, Jr. and Rosa Parks. The individuals included A. Philip Randolph,
Bayard Rustin, James Farmer, Wyatt Tee Walker, Charles Hamilton Houston, Anna
Pauline “Pauli” Murray, Kenneth Clark, Daisy Bates, Ella Baker, Coretta Scott King,
Fannie Lou Hamer, Victoria Gray Adams, Diane Nash, Ralph Abernathy, Whitney M.
Young, Jr., Stokely Carmichael, Julian Bond, and John Lewis.
Chorlian, M. (Ed). (2015, February). Road to civil rights. Cobblestone, 36.
Elementary level. The first article summarizes the racial segregation that characterized the
South in the United States, which provided the historical context for the civil rights
movement of the 1950s and 1960s. The remaining articles describe a timeline of
important events of the civil rights movement, including the 1954 Brown vs. Board of
Education of Topeka decision which outlawed segregated schools, to Rosa Parks’ arrest
leading to the Montgomery, Alabama bus boycott in 1955 to the freedom riders of 1961
who advocated for interstate bus travel, to the 1963 march on Washington for jobs and
freedom, to the Civil Rights Act of 1964 which outlawed racial segregation and religious,
sex, national origins, and racial discrimination.
Corsey, M. (Ed.). (1983, October). The jazz sensation. Cobblestone, 4.
Elementary level. Articles for this issue explain the link of jazz to the drum songs of West
Africa; characteristics of jazz; the ragtime music of Scott Joplin and Eubie Blake; the
blues music of Bessie Smith; the importance of records and phonographs following
World War I in making American jazz popular around the world; and the factors which
contributed to New Orleans becoming the “birthplace” of jazz.
Hale, S. E. (Ed.). (1992, February). African American inventors. Cobblestone, 13.
Elementary level. This issue emphasizes the contributions African Americans have made
through their inventions. Articles clarify the number of patents (over 1,000) African
American women and men inventors held by 1913; Norbert Rillieux’s invention to
improve the sugar refining process, Lewis Latimer’s inventions in electric lighting, the
inventions of Andrew Beard, Elijah McCoy, and Granville T. Woods in making railroads
safer; the early gas mask and traffic light inventions of Garrett Morgan; and the truck
refrigeration invention of Fred Jones.
Yoder, C. P. (Ed.). (1991, February). The Harlem renaissance. Cobblestone, 12.
Elementary level. Articles explain the significance of the Harlem Renaissance as the
1920s artistic movement created by African American writers, poets, dancers, singers,
actors, composers, and painters in rediscovering African roots and culture as well as
finding their place in American society. Readers are introduced to African Americans
who supported renaissance writers; Langston Hughes’ struggles to survive while writing
stories and innovative poetry; the creation of new bands; the 135th Street Library as the
center for promoting writing and art; popular dances during the renaissance, especially the
Charleston; an overview of renaissance entertainers (composers, musicians, singers,
bandleaders, dancers, and actors); and the creation of the first African American
professional basketball team named the New York Renaissance.
Yoder, C. P. (Ed.). (1993, February). The antislavery movement. Cobblestone, 14.
Elementary level. This issue focuses on the injustices of slavery, the continuation of
oppression of African Americans today, and people who fought against slavery. Articles
describe individuals and groups who opposed slavery, such as Quakers; the formation of
antislavery societies, including children’s involvement in junior antislavery societies;
freed African American James Forten’s leadership in resisting the movement to return
African Americans to Africa; the work of other abolitionist leaders such as Frederick
Douglass to inform the public about the horrors of slavery; Native American involvement
in slavery as slaves, slave traders, slave owners, and antislavery activists; and the victory
of the Amistad Africans in gaining their freedom through the courts.
Yoder, C. P. (Ed.). (1993, May). Duke Ellington: A musical genius. Cobblestone, 14.
Elementary level. This issue explains the roots of jazz in blues and ragtime; the influence
of the early New Orleans jazz, its spread to other cities, and individual jazz musicians on
Ellington; Ellington’s childhood and his beginnings as a musician; the development of
Ellington’s band and their world-wide tours; Ellington’s connection to early and
contemporary jazz styles; and honors given to Ellington and his music.
Yoder, C. P. (Ed.). (1994, February). Martin Luther King, Jr. and the Civil Rights Movement.
Elementary level. This issue focuses on the historical events which contributed to King’s
leadership in the Civil Rights Movement; King’s early years from childhood through
marriage; the progression from Jim Crow laws enforcing racial segregation to laws
providing greater opportunities for African Americans; the Civil Rights activities of bus
boycotts, sit-ins, freedom rides, marches, voter registration drives, workers’ strikes, and
children’s marches; King’s assassination; and the creation of the national holiday to
commemorate King’s birthday.
Yoder, C. P. (Ed.). (1994, October). Louis Armstrong and the art of jazz. Cobblestone, 15.
Elementary level. This issue focuses on the development of Louis Armstrong as one of
the most famous jazz musicians in the world. Articles describe the difficulties of growing
up in poverty in New Orleans and the help he received from others, especially Joe Oliver,
in becoming a musician; Armstrong’s development of a unique blend of voice and
trumpet in “scat” (singing without words) and improvisation; his tours with his bands in
different countries around the world; and the archives of Armstrong’s life overseen by
Queens College in New York City.
Bower, P. R. (1988). Harriet Tubman, Apartheid is bad, and other plays for young people.
Teaneck, NJ: Author.
Lower elementary level. The author has created plays for young children which
incorporate simple language, music, and little scenery and costumes. One play focuses on
Harriet Tubman’s efforts to help slaves escape; another concentrates on the life of
Frederick Douglass; a third deals with Martin Luther King’s and Rosa Parks’ leadership
in the bus boycott; another addresses the protests against racial segregation of schools; a
fifth focuses on efforts of Fannie Lou Hamer in winning the right to vote and participate
in political activities for African Americans; and the final play dealing with African
American history concentrates on the violence directed against African Americans in
Howard Beach, New York City.
Stevens & Shea. (1989). Harriet Tubman. Stockton, CA: Author.
Upper elementary and middle school level. This play describes the head injury Tubman
incurred while helping a slave escape, her escape from slavery, and her activities as a
conductor on the Underground Railroad. The play includes parts for 15 actors.
Stevens & Shea. (1990). Martin Luther King, Jr. Stockton, CA: Author.
Upper elementary and middle school level. This play has parts for 15 actors and a crowd.
It deals with King’s involvement in the bus boycott in Montgomery, Alabama; his efforts
to obtain voting rights for African Americans; and his support for striking African
American sanitation workers at the time of his assassination.
Annotated bibliography list