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!
Hi Ella,
This post poses a lot of good questions as I think about my future classroom and discussing challenging topics. In my classroom, I think I would introduce more challenging topics by starting with children’s literature. I think this way, it creates a safe environment for the students to understand the emotions within the book characters and also reflect on how they are feeling. I would make sure to cover some main topics that factor into the challenging topics that are simple for the students to understand. Key vocabulary words so they can piece history together in their own brain. I will allow students to ask questions, remove themselves from the discussion if it becomes too much, or even ask questions anonymously. I wouldn’t downplay history, but I would sensitively present the information. Using different novels within the classroom shows the students different perspectives and emphasizes the idea it is okay to think differently than my neighbor. It also shows that everyone’s voice can be heard, and it will show you can resonate with one character but not the other. I think I would prefer to teach Freewater as a whole-class read so I can make sure topics are being taught and presented the correct way.
Hi Ella, thanks for the post and some great questions!
I think the benefits of using historical novels with multiple perspectives in our classrooms are that they can allow students to connect to and hear voices from all communities and perspectives in the story. It also shows how history is never one sided, and there’s always a new perspective to he told and heard. If done well, it can provide an amazing fictional account of history while highlighting and valuing the diverse perspectives and voices. This can do the same when discrimination takes place in the story, and can showcase all the effects it can have on different communities, victims, aggressors, and bystanders. I personally would enjoy teaching Freewater as a read aloud to ensure language, themes, and violence are read to students with the proper support and historical information necessary. I do think for more violent and aggressive chapters, I may have students take the book home and read the chapters, but first have a discussion in class to prepare them for what they will read. This will likely depend on the age and maturity of my students.
Thanks again for the post and thoughtful questions, have a great weekend! -Cecilia
Hi Ella! Thank you for this great reflection on Freewater and its impact on both historical understanding and classroom engagement. Your discussion of multiple perspectives as a storytelling tool resonated with me, as it truly does deepen our comprehension of historical events by showcasing diverse experiences. I really enjoy your approach to fostering empathy and creating a safe space for discussing difficult topics, and I think it is essential in making historical fiction accessible to young readers.
Your emphasis on empathy as a foundation for engaging with Freewater is also key, especially when addressing heavy historical topics. I also think that incorporating primary sources alongside the novel can further enrich students’ understanding. I believe that comparing historical accounts with the novel’s fictionalized perspective could help students see how authors use creative storytelling to bring history to life while maintaining factual accuracy.
I completely agree that using multiple perspectives in historical fiction offers a richer and more nuanced grasp of history. When students see events through the eyes of different characters, I think they gain a more complex understanding of societal structures and human emotions. Additionally, I really liked your idea of establishing classroom norms to create a respectful space for discussion. I believe that incorporating reflective journaling alongside class discussions could provide students with a private outlet to process their thoughts and emotions at their own pace.
Your blog definitely raises very important questions about how to navigate historical fiction in the classroom effectively. I definitely agree that the multiple perspectives provide a powerful means of engaging students in both historical and economic discussions. I believe we can ensure that all voices are valued during discussions about stories of discrimination by fostering empathy, creating a safe discussion environment, and integrating interdisciplinary connections. I think these practices can make challenging history accessible and meaningful. Personally, I think I would prefer to teach this book in small groups for a more focused discussion, in order to ensure that every student is able to grasp and understand the book and its implications. I also think the book itself could require more hands-on attention. Thank you again for such a great post!
Hi Ella!
Your reflections on Freewater are so insightful. I especially loved how you highlighted the power of multiple perspectives in helping students grasp the full humanity of historical figures. It’s true: stories like Homer and Ada’s remind us that history isn’t just about dates and events, but about real people with courage, fears, and dreams. The way you connected this to hope and family bonds was beautiful!
Books like Freewater do something textbooks can’t: they let students walk in different characters’ shoes. When kids see the same events through, say, Homer’s fear, Ada’s determination, or even a secondary character’s guilt, they learn that history is complicated—and that every person’s story matters. It also helps challenge stereotypes, since no single character represents an entire group. For example, the villagers in Freewater aren’t just “escaping slaves”; they’re individuals building a community, making choices, and facing new struggles. That nuance is so valuable!
Of course, teaching these themes requires care. To create a more welcoming, non-judgemental classroom environment, and before delving into heavy topics, teachers should guide students to co-create a foundation of respect, active listening, and openness. Rules like “listen to understand, not to respond” or “no interrupting” ensure quieter voices aren’t drowned out, while reminders like “we can disagree, but we respect each other” keep discussions constructive. As Dr. Stohr emphasized, confronting hard truths openly is equally important. Avoiding discomfort might inadvertently send the message that these topics are too shameful to discuss. Instead, we can acknowledge the difficulty while affirming its value: “This history is painful, but understanding it helps us build a better future.” To support emotional processing, pairing tough moments with reflective activities—journal prompts, small-group check-ins, or even art projects—can help students process their reactions in a safe, structured way.
Regarding the reading’s instruction whether the whole class or small group format would be more engaging, I think organizing them both might be most effective. Starting together builds a shared understanding of the book’s core themes and ensures all students are on the same page. Later, breaking into smaller groups can allow for deeper dives into specific characters or scenes. For example, one group might analyze the economic dynamics of Freewater’s barter system, while another discusses the moral dilemmas faced by secondary characters. Smaller settings can also empower hesitant students to contribute more freely.
Thank you once again for your thoughtful post! Have a beautiful weekend!
Tam Vo
Hi Ella!
How awesome to be able to see this story from both your own experience as a student and from a teacher perspective. Thank you for asking about how we could make sure all voices are heard in the discussion of a book like this. I agree that the story of Freewater by Amina Luqman-Dawson is about survival, and really roots us in the time period. The family bonds act as a sliding door for students to relate to sibling and parent interactions yet understand the unique challenges faced by Homer, Ada, and their mother.
Dawson’s use of multiple perspectives gives each student the opportunity to understand character motivation, and brings the nuance to the story that all the best tales have. I agree this approach grants us a richer understanding of the same world through different lenses.
I think it would be interesting to break into small groups to work through this story in chapters, and do a graphic organizer entry for each character. Then we could lead some small group discussions on character motivations and life influences using primary sources about the time period. Before reading, I would talk to the students about sensitive topics, and create a set of guidelines like we did in class to help set the tone for respectful discussion.
Thank you again for such great questions! I look forward to reading more books like this in my future classroom.
Hi Ella! Thanks for your post!
Using historical fiction with multiple perspectives in the classroom is very beneficial. The most significant benefit is that it allows students to learn about history through a viewpoint different from their textbook. It shows them history from all sides. Showing novels and texts with multiple views of history is the best way to ensure that all voices are valued in the discussion.
For teaching “Freewater,” I would like to use it as a whole group, but I would also use small groups to focus on specific topics in the book. All students must hear and discuss the major topics of the book together. Small groups would be suitable for making presentations on things like civics and taking a deeper dive into these specific topics. They can also present what they have found to the group so all students get a deeper understanding of smaller topics in the book.
Thank you again for your post! It was very insightful!
Mackenzie Woody
Thank you for your post, Ella!
I would approach introducing challenging historical topics to my students by setting class norms and making sure students knew well in advance when and what we would be discussing. Giving students permission to ask questions and express their emotions will be helpful. When teaching about traumatic historical events I would stick to the facts of the situation rather than dramatized and fictional recounts of events like the book Freewater. There are ways to discuss historical events like slavery and the holocaust that are respectful and can relay the tragicness and experiences of the people affected without becoming fictional and fantastical. Being truthful about historical events in an age-appropriate way, without sugar coating is possible and should be the goal. Though what we are sharing is factual it can still be hard for students, I would want to give my students the option to opt out of hearing certain parts of the story if I were to read a nonfiction book about a traumatic historical event/occurrence.
Economic concepts were addressed throughout Freewater, for example when Ada and Homer’s mom made the choice to go back and try and get Anna it exemplifies, decision-making, choice, as well as opportunity cost.
The benefits of using historical novels in the classroom are the interdisciplinary connections as Social Studies gets less instructional time within the classroom, it broadens our students’ understanding of historical events that we may not be able to cover otherwise, it encourages empathy, and exposes different perspectives and cultures.
Thanks again for your post Ella,
Angelina Dickens
Hi Ella,
Thank you for sharing this response!
I would introduce challenging topics such as slavery and racial discrimination by utilizing historical fiction books, like “Freewater”, to teach kids about hard topics in a way that is appropriate and not too overwhelming or traumatizing. Further, I would be sure to ground the conversation in empathy and morals, so that students are establish an emotional connections with students in the book. Lastly, I would normalize emotional. reactions, ensuring that students know that these topics are hard and may make them feel sad or confused. In these cases, they can journal or draw.
As we discussed in class, there are many ways in which economics is utilized in the book. Supply and demand comes to play when the people of Freewater steal from plantations in order to meet their demand for new products. There is a scarcity of capital goods in Freewater, so they must resort to another market, of sorts, to get them.
Ultimately, using historical fiction can build empathy and critical thinking by exposing students to contrasting viewpoints. It also can help build unity and connection to both fellow students and with the past.
Thank you again for your blog post and I hope you had a nice weekend!
Hey Ella!
Thank you for the post! I think the most important part of introducing challenging topics is to prepare students with accurate and appropriate sources of information. I think the establishment of classroom norms of kindness and empathy at the beginning of the year with help students with keeping the conversations respectful. Furthermore, Freewater addresses a lot of economic principles like choice, demand, and utilizing different types of resources such as using swamp vines to tether them as they dive into the water so they remain safe. Using historical novels with multiple perspectives is extremely helpful in classrooms to present students with varying accounts of the same story so students may practice character-building skills like respect, empathy, critical thinking, and cultural acceptance and mindfulness. To ensure all voices are heard, I think it’s important to set standards for the discussion and ask guiding questions to students who may want help with participation. I do not think it should be required for all students to verbally participate as not all feel comfortable. Overall, I found Freewater to be extremely interesting and our conversations surrounding historical fiction to be enlightening.
Once again, thank you for the post.
Hi Ella!
Thank you for your thoughtful post! I really appreciated the way you described Freewater not just as a story of survival but as a “testament to the strength of hope and unbreakable family bonds.” That phrasing resonated with me and encompassed the emotional depth of the novel so well. I totally agree that Amina Luqman-Dawson’s use of multiple perspectives is one of the most powerful elements of the book. It allows readers to understand history as layered and deeply personal, which can be impactful to all readers. You’re absolutely right that this approach reminds students that within broad historical narratives are individual voices — each with its own story, pain, resilience, and triumph. I also appreciate your thoughtful approach to preparing students to engage with the heavy themes in the book. Being proactive, emphasizing empathy, and establishing classroom norms are crucial to ensure students are ready to read a book with some tough themes. I especially liked your idea of letting students skip over content they find emotionally difficult. It’s such a simple but meaningful way to give students agency and make space for emotional safety. To answer your question about introducing challenging historical topics like slavery without overwhelming younger students, I think one key strategy is grounding discussions in individual stories and experiences, like Homer’s and Ada’s. When students can connect emotionally with characters, the learning becomes more personal and meaningful — without the need to dive into every complex historical detail all at once.
I think historical books with multiple perspectives like Freewater can open up richer classroom discussions and allow more students to see themselves represented. For instance, if a novel only has a male narrator, female readers might struggle to connect more deeply with the text. Having multiple narrators helps more students see themselves in the characters. It also encourages students to think critically about all of the different perspectives and experiences. To ensure all voices are valued during discussions of discrimination, I would emphasize respectful listening and frame conversations through open-ended questions that invite empathy and reflection. As for teaching Freewater, I lean toward making the book an independent read that we discuss as they read. That way, students can read at their own pace as they process the story, narrations, and characters. As they read and when they finish, we can have classroom discussions about their takeaways and ensure everyone is on the same page about what themes/lessons they should look for.
Thank you again for your post and I hope you have a great week!
Hi Ella! Thanks for this post and your questions. I also hope you are enjoying spring and the final (!) few weeks of classes! Time is flying by!!
It’s so cool that you got to read Freewater in previous classrooms, and you’ve learned so much from it and taken powerful lessons from it both times you have read it. Part of what makes Freewater so engaging is the use of multiple perspectives, as it helps engage students in the books and helps students understand various perspectives to help them develop a more comprehensive view of historical periods.
I also agree that it would be beneficial to emphasize the importance of empathy before reading Freewater, as the book does touch on some difficult historical realities. Creating norms or a resource related to this discussion on empathy that students can look back on and be reminded of empathy throughout reading this book would be very beneficial. Emphasizing empathy throughout the classroom environment and paying attention to student and student feedback can be good strategies for ensuring all students feel like the classroom is safe when discussing stories of discrimination or any other sensitive topics. In classrooms, students are bound to make mistakes or slip up, and it’s essential that, as a teacher, you know how to address students in these instances and teach students valuable lessons so everyone can feel comfortable and participate in discussions. I would teach Freewater as a take-home read so that students can read at their own pace and incorporate group discussions in class after they complete the reading to help further their understanding of what they read.
Thanks for a great post, Ella!
Maya
Hi Ella! I am so sorry I am so late in responding. I did not realize there were 2 posts. I wish I would have been in the class discussion to see how economic connections were made. I find it fascinating how we can take a book and look at it in many different perspectives.
I like how this book did not try and sugar coat what life was like for enslaved people. I think it is good for young people to understand the atrocities that enslaved people encountered. I really liked the different perspectives from the characters because it shows the depths of each character. I think it is a valuable tool to use these types of books in the classroom so kids can have empathy for the characters based on their perspective. Like how a big brother trying to get his sister to freedom can still be annoyed by her ways, but risk everything for her. Thanks for your post!
Hi Ella,
Thanks for your thoughtful post! I really liked how you described Freewater as both a story of survival and a testament to hope and family. I also appreciated your emphasis on the book’s multiple perspectives and how that approach can deepen students’ understanding of both individual characters and the time period as a whole.
I think using a novel like Freewater to introduce a challenging historical topic like slavery requires setting up strong emotional and academic scaffolding beforehand. Like you mentioned, establishing clear classroom guidelines/expectations is key, but I’d also want to take time to build students’ vocabulary and background knowledge in a way that prepares them without overwhelming them. Giving students options through something like pausing on a section to reflect through journaling can make space for emotional processing, while also keeping the conversation open and supportive.
I also agree with you that the use of multiple perspectives is a major strength of this book. It invites students to see how different characters experience and respond to the same circumstances, and that can lead to rich discussions about point of view, agency, and empathy. It also reinforces the idea that history is made up of many voices, not just one narrative. When students can connect with more than one character, they’re more likely to recognize that every person’s experience matters.
Thanks again for your post!
– Emily