TPS Network Albums

Posted on May 6, 2025 by Tricia

The range of topics covered in your TPS Network albums was broad and interesting. You will find many useful resources here to aid you in teaching these topics.

Cecilia The Trail of Tears and Indian Removal
Angelina Coralie Franklin Cook – Suffragette, Activist, and Educator
Maya Maggie L. Walker
Ella George Washington Day (Presidents’ Day)
Mackenzie T. Jamestown’s Settlers
Hillery Louis Armstrong
Ryleigh Henry Brown
Melissa The James River
Emily Maggie Walker
Kristen Why Did the Powhatans Help Settlers After the Jamestown Fire of 1608?
Nina Richmond’s Monument Ave
Tam Monticello and Voices from the Plantation
Sadie Abraham Lincoln
Mackenzie W. Moton High School Strike of 1951
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4/14 Reflection: The Jim Crow Era and Primary Sources

Posted on April 15, 2025 by Kristen Oliver

Hello Everyone!

Kristen here – and I’m honored to pen the final blog post for our Social Studies class. During yesterday’s walk to see archival content, the weather was gorgeous, warm and breezy with a hazy watercolor sky. Blooming trees and tulips reminded  me of Easter Sunday, which is coming up this next weekend. The promise of summer is in the air. The weather had me thinking about students in Prince Edward County, and how their school strike took place on Monday, April 23, 1951, almost exactly 74 years ago.

Reading Students on Strike: Jim Crow, Civil Rights, Brown, and Me, a memoir by John A. Stokes, really colored the world of Jim Crow laws in rural Virginia, and created context for the student boycott at Robert Russa Moton High School in Farmville, VA. I’ll be honest – even though I had learned about Brown vs. Board many times, I didn’t understand the nuance of all of the five different cases that were part of the suit. If only a few things had gone differently, Robert Russa Moton High School may not have been part of this historical landmark ruling that ordered the desegregation of schools. In 1951,  John Stokes was a teenager who lived on a farm and farmed with his ox, Ned. John was a boy scout and a hard worker, respected by his classmates and neighbors. Seeing the world through John’s eyes helped me understand what was at stake for him and for his classmates. Running water, central heat, and indoor plumbing – these basic utilities were missing from most black schools in rural Virginia in 1951. Planning, organization, and careful thought went into the strike, and students used the Manhattan Project as their inspiration for the layers of secrecy. Despite trying channels of diplomacy and outreach with community leaders, the students were turned down, and realized that the courts were their best option to improve the quality of their schools. Supporters of the strike paid a heavy price, with jobs lost and repercussions in town for parents depending on local businesses. Schools closed for 6 years in Prince Edward County, resulting in The Lost Generation– but Brown vs. Board enabled a better education outcome for all students, and a start to de-segregating young people based on race.

There are so many wonderful tie ins for this book that could be used with students. Students could be asked what they have in common with John Stokes– is anyone in their family a boy scout, or interested in farming or plants? I would ask them to make a T-chart (What I Think vs. What I Know) about what they think was true about schools in the 1950’s, and compare it to what we read about in the book. Students could compare their lives in school today with the daily life of the students at Robert Russa Moton High School, to talk about change over time.

This all leads me to my questions for our class. What is a way to bring the Jim Crow time period alive for students? Is there a way you could tie in a lesson about The Manhattan Project or The Lost Generation, each of which was featured in the book? How could you incorporate primary sources, including visual aids to help students understand what was at stake for this strike?

Thanks again for reading, and I look forward to seeing your responses!

-Kristen

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Students on Strike: Jim Crow, Civil Rights, Brown, and Me – Blog Post 04/14

Posted on April 14, 2025 by Tam Vo

Hi everyone,

This is Tam. I hope you had a beautiful weekend and a wonderful start to the week! Such a warm day out today! It’s hard not to feel the spring energy in the air. I’m still getting used to it staying light until almost 8 p.m., but it’s such a nice change. It really feels like a season of renewal, and the change of environment in our class today only added to that fresh perspective.

I would love to start my reflection with a summary of our lesson tonight. We had an interesting session with Natalie in the seminar room at Boatwright Library. The experience of exploring original historical documents in such a unique setting was truly captivating. We visited different stations featuring a variety of important documents, from WWII letters exchanged between soldiers and their loved ones to civil rights documents, research papers, and even literature. One of the most intriguing corners was filled with musical pieces and speeches from important historical figures, giving us a deeper sense of the atmosphere of those times.

Undeniably, introducing students to primary sources like these is so valuable. Not only do they get to feel the texture of the paper and see different types of writing, such as typewriting and handwritten letters, but they also connect with the personal stories of people from the past. It’s like opening doors to the lives of those who lived centuries ago. What makes these primary sources even more special is the opportunity for reflection and comparison: how did people record and share information back then, and how do we do it now?

One of the aspects that struck me most today is how crucial these documents are to preserving history. Information is so easily accessible now through the touch of a screen, but nothing can truly replace the authentic, tangible records of the past. The truth that these documents hold is undeniable — and it’s so important to honor the work of historians and archivists who ensure these records remain intact for everyone, especially for future generations of students and teachers.

Reflections on Civil Rights: A Glimpse into History’s Impact

After our exploration in the seminar room, we moved on to discuss the insights gained from reading Students on Strike: Jim Crow, Civil Rights, Brown, and Me by John A. Stokes. It’s incredible how a relatively short book can shed so much light on the profound challenges and sacrifices made during the fight for justice. John A. Stokes not only shared his personal story, but he also highlighted how pivotal moments like these sparked the Civil Rights Movement in the United States.

Among many impactful reflections in Students on Strike, one particularly poignant section stands out when Stokes describes his first experience moving from the South to the North.In the South, segregation was rigid, and even the smallest deviation from the racial code could result in harsh consequences. But in places like New York and New Jersey, he saw something completely different—public spaces without segregation, and black and white people interacting as equals. The contrast was not just eye-opening; it was a stark reminder of the deep divisions that still existed, and how the North, for all its progress, was a world away from the oppressive systems Stokes had grown up in.

This difference highlighted the courage and strategy required by young people like Stokes to fight back against an unjust system. It’s a reminder that real change demands not just resilience but bold action. The book is not only a historical resource; it’s a powerful tool for teaching the next generation about civil rights, equality, and the continuing struggle for justice. It forces us to question how far we’ve come—and how much further we need to go to break the chains of racial injustice that still linger today. The ripple effects of these battles are still felt in many aspects of our lives, from education to economic opportunities, and they continue to impact communities in profound ways.

The struggles of the past weren’t easy, and they often seemed impossible to overcome. But the story of the Civil Rights Movement is proof that when we stand up together for justice, change is possible. Education has always been one of the key tools in this fight for fairness . It is a foundation from which people can advocate for a better society for all.

For further exploration:
For those interested in delving deeper into the complexities of school desegregation, I highly recommend the PBS documentary The Harvest: Integrating Mississippi’s Schools. This film offers a closer, unfiltered look at the integration of public schools in Leland, Mississippi, following the Supreme Court’s 1969 mandate. It chronicles the experiences of students, teachers, and parents during this transformative period, providing valuable insights into the challenges and triumphs of desegregation. This is the link to the documentary: https://www.pbs.org/video/the-harvest-integrating-mississippis-schools-liym7l/

For younger children, Social Justice Books has compiled a great list of picture books that address the themes of civil rights and school desegregation. Link to the site here: https://socialjusticebooks.org/booklists/civil-rights-teaching/brown-v-board-education/

Final notes:
I’m wondering if any of you believe the legacy of segregation still affects society today. If so, could you share some examples from your own community or school? I’m curious to hear your thoughts, as I want to avoid overgeneralizing, but I do think it’s important to reflect on the ways history continues to shape our world.

Besides, i’m curious to know: What are some creative teaching ideas you’ve used or would suggest for incorporating Students on Strike: Jim Crow, Civil Rights, Brown, and Me into the classroom? How can we engage students with the themes of this book, and what activities or discussion prompts would you use to make these historical events come to life for students?

Thank you so much for taking the time to read my post. I’m really looking forward to hearing your thoughts and hearing from all of you.

Lots of love,

Tam Vo

Posted in Class Reflection | 9 Comments

Building background knowledge

Posted on April 8, 2025 by Melissa Howell

Hi everyone! I hope we are all staying warm on this chilly, dreary spring morning. I think last nights class may have been one of my favorite classes. I did not realize how little I knew about Rosa Parks until we did the T chart. Surprisingly, I was not the only one who did not know much. The sources we were able to look at really brought into perspective how much African Americans had to tolerate even when they were paying the same amount as the white people. The fact that they had to pay and then exit the bus and enter through a rear door is so degrading and unnecessary. I wonder why schools do not teach you that Rosa was not in fact in the white section of the bus and was actually justified in sitting where she was. Is that to make it look like she was actually guilty of a crime or to sugar coat the fact that the white people had no regard for the law and would change it to fit their needs. Looking at the text book inserts about Rosa Parks makes her seem so unimportant and that she was in the wrong.

I enjoyed looking at the artifacts from Frederick Stohr. Looking at his report cards and what they were graded on was interesting. We were able as a class to see what his life entailed from elementary school and through his time serving in the second world war. I loved that he kept all the letters that his family sent him. My grandfather landed on the beaches of Normandy for D-Day and I wish I could go back and listen to his stories. As a kid I would run off when he started talking.

So my question is, how can we as educators make sure that we are teaching history accurately when we were not taught accurately? It would be difficult for us to dig up sources for each topic that we teach. I know that my future students will know that Rosa Parks in fact was not sitting in the wrong seat. I will also use a picture of the bus to show where she was sitting and so they will remember that in the future. I think sources like that will help them remember in the future.

I hope you all have a great week!

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Freewater Blog Post 3/31

Posted on April 2, 2025 by Ella Meuse

Hi everyone!

I hope you’re all enjoying the first weeks of spring and the final weeks of classes! This week, we delved into the middle-grade historical fiction novel Freewater by Amina Luqman-Dawson. I first encountered this story in my 5th-grade English class, and I can genuinely say that each time I’ve read it, I’ve been completely captivated by the journeys of Homer and Ada. While their story at first glance is about survival, a second reading revealed that it is a powerful testament to the strength of hope and unbreakable family bonds.

One of the most striking elements of Dawson’s storytelling is her use of multiple perspectives. I believe this approach is a brilliant choice for a historical fiction novel because it grants us a richer understanding of the same world through different lenses. Experiencing the events through various characters deepens our comprehension of the complexity of this historical period. This method allows for a nuanced grasp of their struggles and triumphs, making the story more impactful and educational. Additionally, I appreciated how the book’s structure emphasizes that within broad historical narratives, there are countless individual stories, each equally vital. A particularly poignant moment occurs when Homer, having lived in fear since escaping the plantation, arrives at Freewater and begins to experience a sense of community and safety.

While the beauty of this story is undeniable, it does not shy away from difficult and uncomfortable historical realities. To prepare my students for engaging with these themes, I would first emphasize the importance of empathy, encouraging them to consider what it might feel like to be in Homer and Ada’s shoes. Establishing a list of classroom norms would also be crucial to creating a safe and respectful environment where students feel comfortable asking questions and expressing their emotions. I would carefully review the book to ensure that the assigned pages are age-appropriate, offering options for students to skip content that they find uncomfortable. How would you approach introducing challenging historical topics like slavery to elementary students without overwhelming them? How can we create space for emotional processing while reading historical fiction that tackles heavy themes?

We connected Freewater to economic concepts in class, which I found particularly engaging. With our limited time in social studies, it’s essential to identify overlaps between topics, allowing us to teach two concepts simultaneously. Are there specific instances in the book where economic principles could be addressed? For example, how does the idea of supply and demand manifest in the Freewater community? What economic challenges do the characters face, and how do they navigate them?

 As I wrap up, I’d like to leave you with a few final questions: What are the benefits of using historical novels with multiple perspectives in our classrooms? How can we ensure that all voices are valued during discussions about stories of discrimination? Would you prefer to teach Freewater as a whole-class read or break it into smaller groups for more focused discussion? 

I look forward to hearing your thoughts!

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Freewater Blog Post 3/31

Posted on April 2, 2025 by Hillery Wynn

Hello everyone!

I hope you are having a nice week! This week, we focused on our reading of Freewater and the presence of economic and civic concepts in literature. From our class slides, economics is defined as “the study of how societies use scarce resources to meet the needs and wants of its population,” and civics is defined as “the study of the rights and obligations of citizens in communities.” Within this conversation about economics and civics and how they are represented in Freewater, we also discussed the meaning and parameters of democracy. For example, although we call the U.S. a democracy, it would be more accurate to say that it is a republic with democratic practices and principles. Furthermore, we engaged in some very interesting discussions in which we questioned the importance of economic concepts in literature, the significance of historical fiction, and what Freewater serves to teach students.

One of my biggest takeaways was our conversation about if and how we would use Freewater in the classroom. There were varying responses to the use of Freewater in the classroom spanning from how much preparation students need to read it, if it is an appropriate book, and in what way teachers should present the book. It was interesting to hear everyone’s preferred method of introducing the material either through class read-aloud, individual reading, or reading groups. Personally, I believe Freewater is the type of book that would be best used in the classroom with ample student preparation for the harmful language and disturbing images they may witness throughout reading. With this in mind, I feel like the group or communal read of this type of book could be overwhelming and emotionally jarring for some students; therefore, this is the type of book that I would assign as a take-home read that we prepare each day before the assigned chapter and reflect the day following.

My second biggest takeaway was a quote that Dr. Stohr-Hunt recited from one of her friends, which reads: “Every book is an economic book because every book has choices.” This idea really stood out to me because it made me completely rethink the books I read throughout my childhood and how moments of economics and civics are present. The book that first came to mind for me was The Giving Tree. Although it is pretty obviously giving commentary on the importance of unconditional giving and selflessness, there are a lot more economic moments than I thought. Throughout the book, there are examples of every single economic concept we discussed in class. Choices, needs, wants, demands, barter, and so much more are omnipresent through the boy’s dealings with the giving tree. Now knowing that we can find concepts of economics and civics in all books, what is one book from your childhood that you can now identify these concepts in? How has this new concept impacted your understanding of this childhood book? Why is it important to identify these moments of economics and civics in classroom books?

I look forward to reading your responses! See you next week!

-Hillery Wynn

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3/24 – Class 9 Blog Post

Posted on March 26, 2025 by Maya Holzman

Hi all!

I hope everyone is having a good week and enjoying the sun! On Monday, we took a trip to the Valentine Museum and did a guided walking tour of downtown Richmond, which I really enjoyed! (We also enjoyed a delicious dinner at Taza, and I will be going back soon to get another Honey Harissa bowl!)

This field trip perfectly exemplified the power of place-based education for students. Being inside the Wickham house was very informative and helped me understand what life in Richmond was like shortly before the Civil War. One detail that stuck with me was seeing the blankets and pillows on the floor of a bedroom, which we found out was where enslaved people slept so they could always be near the family they served. Seeing the house and looking at additional primary sources made history feel more tangible and helped to immerse me in this experience. Our tour guide emphasized the importance of not overlooking primary sources of enslaved people’s resistance, as these materials are necessary to challenge the idea that is often taught in classrooms that enslaved people were passive in slavery. This experience reinforced how place-based education provides students a richer, more complete understanding of history, something that textbooks or lectures may not be able to fully capture. What are your thoughts on place-based education and how it compares to traditional classroom learning?

Another key takeaway for me was the tools of engagement used throughout the trip. In the Wickham House, we weren’t just given information, we were asked to observe and interpret what we noticed. This small question allowed us to look around the room more closely, and once I did, I saw the various instruments in the room, and the lyres on the chandeliers and ceilings. Later, a riddle in the next room prompted us to look around the room to spot Homer, and why Homer and scenes from the Iliad appeared in the Wickham house, (to show that the Wickham’s were educated). On the walking tour, Dr. Stohr encouraged us to participate in activities such as notice and wonder, which made me reflect more deeply on Richmond’s history. At the Capitol, stopping to observe the seal and share what we observed, led us to recognize the goddess representing America’s victories on the seal. Reflecting on these experiences, I was surprised to learn about the Romans and Greeks’ influence on Virginia’s culture and architecture. These interactive strategies kept us actively thinking. What are other methods you could use to engage students on a field trip to the Wickham house, throughout the Museum, or on a walking tour of Richmond? What were some takeaways you had from this field trip, and was there anything you learned that surprised you or challenged your previous knowledge about Richmond’s history?

Overall, Monday’s field trip reinforced the value in these field trips, and I plan to incorporate them into my future teaching. I can’t wait to read everyone’s responses. Thanks again to Dr. Stohr for organizing the trip and for a delicious dinner. See you on Monday!

-Maya Holzman

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Field Trip Blog Post

Posted on March 25, 2025 by Ryleigh Hawkins

Hi class,

I hope everyone enjoyed the field trip as much as I did. I found it to be very engaging and found it so fascinating to learn about the area where we live that has so much history deeply rooted in it.

The Wickham house was very interesting to me, as was the number of children they had and the different stories that lie within the walls of the home. Something that stood out the most was the way the museum could discover what happened back in the day through primary sources. Although the people working through these documents did not live during this time they were able to become so educated on what their life was like. They staged the rooms to represent what they have read about, and they have been able to retell life stories based on first-hand accounts.

The part where our tour guide told us they found a piece of wallpaper under the floor and they were able to replicate it was so interesting. I also liked the part where we did the hands-on activity to figure out who our person was. I think it was cool to see how all the sources brought us this information, and they all tied into each other even when no one lived during that time.

I would be curious to see how they actually lived their lives versus how the museum portrayed them. Was it similar or different? Although we will never know the answer, it is something I was thinking about as we went to each room. Learning the history of each building stood out to me as well, I have driven by these places numerous times and had no idea of the history behind them. A statistic that was shared was that 1 in every 4 African American people has ancestry that connects to slavery, this was something I had never heard before. There were so many parts of the tour that provided us with many different feelings. As we reflect on those thoughts and feelings, what stood out to you the most? Positive or Negative. What was your favorite part of the tour, and what did you feel like you learned the most from?

Thank you again, Dr. Stohr-Hunt for taking us on this amazing tour and for a delicious dinner.

-Ryleigh Hawkins

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3/19 – Class 8 Blog Post

Posted on March 19, 2025 by Angelina Dickens

Greetings class, I pray all is well and that you are enjoying the wonderful weather we’ve had lately! 

In Monday’s class, we discussed an array of topics, but for our discussion I want us to reflect more on books as mirrors, windows, and sliding glass doors. 

Refresher From Class Slides:

Books as Mirrors – “Books that reflect images of readers’ multiple identities and the world we truly live in. These books empower and uplift readers by allowing them to make strong personal connections to stories.”

Books as Windows – “Books that allow readers to see into the lives and experiences of others. They expose readers to history and authentic perspectives and help them develop understandings about the wider world.”

Books as Sliding Glass Doors – “Books that further expand on the concept of windows. Instead of just viewing another person’s culture or experience, sliding glass doors allow readers to walk into a story and become part of the world. Reading these stories encourages reflection and action and can result in a reader’s change of perspective.” (Stohr-Hunt, 2025) https://docs.google.com/presentation/d/1dTeUaSxGJ8Q-gSMnRLzIL5gJRIZ0rESLxpgen7hYorA/edit#slide=id.g341467e079f_1_1474 

We’ve discussed in-depth the importance of readers being able to see themselves represented in the books they’re reading. Along with the fact that a variety of lessons, experiences, backgrounds, and cultures can be depicted in the books we read to our students and provide in our classroom. It is important to provide them with books that mirror them, and books that act as windows and sliding glass doors into a variety of worldviews and perspectives.

What are three books that you would like to have/have in your classroom library that act as a mirror, window, and sliding glass door for your students? Remember the Steps to Evaluating Books Worksheet we were given in class can be used to aid in evaluating the children’s books you choose to share with students. Please also share a book from your childhood that you enjoyed reading that acted as a mirror, window, or sliding glass door. 

A book that acted as a sliding glass door in my childhood was Prisoner B-3087, written by Alan Gratz. I picked up this book in the second grade and it tells the story of Yanek Gruener who had just turned thirteen years old at the start of World War II. Prisoner B-3087 immerses you in his experience from moving into the ghettos of Poland to being taken from his family and going from concentration camp to concentration camp throughout the war. The book closes with Yanek Gruener surviving the atrocities he faced and figuring out how to live life after surviving the unimaginable. The book opened my eyes to the horrors of the Holocaust and the stories of so many like Yanek Gruener. Books like these, share a truth, a reality of so many, these stories are invaluable. If we erase our history and choose to not mention the hard stuff, we will fall into the trap of repeating it.

I can’t wait to read your responses, have a blessed week!

Angelina Dickens

 

Posted in Class Reflection, Student Post, Things to Think About | 12 Comments

Methods For Approaching Sensitive Topics in the Classroom

Posted on March 4, 2025 by Nina Vanatta

Hi everyone! I hope that everyone has had a nice couple of days and is looking forward to a fun and relaxing break from classes next week. Monday’s class focused on teaching sensitive topics, specifically emphasizing slavery. 

Many teachers are not properly guided on how to approach teaching about slavery. Further, they were also not taught about it themselves while they were in school. Therefore, a cycle of avoidance, disregard, and even purposeful misinformation is engrained into our curriculum, textbooks, and picture books. While this instruction may be wrong, it does not always come from a place of malice, but rather lack of research and avoidance of the uncomfortable. However, teachers have a duty as educators to teach about this sensitive topic in an accurate, but age-appropriate manner.

One of the major takeaways I took from this class was the importance of facts, which can be largely exemplified in a classroom through primary source documents. In class, we looked at maps that demonstrate the concentration of enslaved individuals in specific states and how this changed throughout time. These maps were especially insightful in explaining the true cause of the Civil War, as they clearly show the South having a dense population of enslaved people while they were gradually freed from northern states. We were also shown sites for where we might be able to find more maps that can be used for instruction and analysis by students. What were some major takeaways you took from Monday’s lesson regarding methods in which you will teach students about the history of enslaved people in this country?

Another guide for teaching slavery is the 10 key concepts presented by Ira Berlin in his book Teaching and Understanding American Slavery. The concept that most stood out to me in this novel is the final one: “By knowing how to read and interpret the sources that tell the story of American slavery, we gain insight into some of what enslaving and enslaved Americans aspired to, created, thought, and desired.” I believe this concept to be noteworthy, as it both emphasizes the importance of analyzing primary source documents and expands upon why these are so important to teaching an accurate depiction of what life was like for enslaved people. Is there any concept (a list is provided on the lesson’s Google Slides) that stands out or do you think is especially important for students to be aware of? 

While I still have a lot to learn about sensitive topics such as this, this discussion served as a helpful guide for creating culturally conscious and accurate lesson plans. 

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