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 The experience of exploring original historical documents in such a unique setting was truly captivating.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
Tam,
Thank you for your engaging and thorough post on yesterday’s class! It served as a good recap for me as I prepare to write my own post. The ability to access primary sources like letters, speeches, and memos through the archives is a rare and special thing- I’m thankful that the university has access to these resources, especially given that some of them may not be digitized. Feeling the texture of the paper, seeing pencilled notes in margins, and struggling to read the handwritten cursive font on the WWII letters and Confederate diary entries really helped bring history to life.
After reading historical fiction stories in Blood on the River and Freewater, I enjoyed the realistic narration in the nonfiction book Students on Strike: Jim Crow, Civil Rights, Brown, and Me, by John Stokes. Seeing historical events unfold through the eyes of someone who was there hits really differently than a secondhand retelling of events.
This book could work well to cover the topic of Civil Rights and Jim Crow laws in Middle School or High School, and I would ask students to think through how strikes can be an effective way for students to advocate. First I would have them access prior knowledge about strikes, and then see how many were familiar with the Civil Rights movement and how strikes were used. Next, incorporating primary sources featured in the book could help students visualize the time period. Photos of the Mission Elementary School for blacks and the Green Bay School for whites could be used in a QFT. After outlining questions students have, this could tie back to the idea of separate and equal – are the schools equal? Why or why not? The students can come to their own conclusions based on the information in front of them. Showing the picture of the tar paper structure and then comparing the population of the schools and even the bathrooms is another comparison that could be used. Many more options could be compared using content from the text.
Thank you again for this prompt Tam!
Cheers,
Kristen
Hi Tam,
Thank you so much for this thoughtful post. I really enjoyed reading all your thoughts and appreciated how intentional you were in this post. It allowed me to consider new ideas and challenge my existing ideas.
After viewing a lot of primary sources in Monday’s class, it appeared that people shared information by writing letters, photographs, books, and records, and compiling their thoughts and feelings into these mediums was so interesting to see, as they were written so long ago. Now we have been able to digitize a lot of things where a primary source could look like a Facebook post directly from the person, email threads, or text chains. Over time, people have stopped writing as many handwritten letters, and pictures are now taken on our phones and posted to social media.
I am so thrilled the university has these sources available to us, and they have been preserved so well that we are able to use them. Natalie was very insightful with what she shared with us, and hearing her perspective was so interesting. I also agree with being able to feel the paper and hold an actual document from that time was so important to my understanding.
I think using Students on Strike in the classroom can look many different ways. I would use it as a class read, then break off into small groups to discuss and guide conversations. I think coming back together as a class to share allows students to think on their own, but also allows for more of a structured read and environment. Creating a space where students can ask questions and share their thoughts is important to me. I think creating prompts about the book and also the history will allow for students to make the connection to the time this is happening in.
Thank you so much for sharing.
Ryleigh Hawkins
Thank you for your post, Tam.
You asked if we believe the legacy of segregation still affects society today- in answering that, I think it is important to acknowledge that the basis of segregation is racism, and since racism still exists in our society, segregation does too. Though the segregation I observe in our society is not as audible, it is visible. For instance, students self-segregate here at the University of Richmond; it is unspoken yet obvious. According to the Princeton Review, the University of Richmond is ranked 6th nationally on the list of schools with little race/class interaction. You can view the listing here. So though we are not separated systematically, socially, it is still prevalent.
Another relevant example is the rolling back of Affirmative Action that took place in 2023. Affirmative Action policies were supposed to address the discrimination that minorities (people with disabilities, women, people of color) faced when accessing higher education. With the Supreme Court stating those practices were unconstitutional, it now unevens the playing field for minority students trying to access higher education, which I think is an example of modern-day segregation.
A creative idea I have to incorporate topics like Brown v. Board, the Civil Rights Movement, etc, would be to incorporate science SOLs. I think it would be cool to have primary sources from a specific event and have students investigate and work together to discover the outcome or what took place. Since science gets the least amount of time in the classroom, it seems helpful to use concepts like investigation in other content areas.
Thank you for sharing, Angelina Dickens
Here is that link, it didn’t show up – https://www.princetonreview.com/college-rankings/?rankings=little-race-class-interaction
Hi Tam!
The legacy of segregation still affects us today. This can be seen in how lines are drawn for school districting. Lines are drawn to keep lower-income families and higher-income families in separate schools. Unfortunately, it will be a very long time before segregation no longer affects us, if ever.
I would use “Students on Strike: Jim Crow, Civil Rights, Brown, and Me” to show real-life stories of the events. Kids can relate more to the story if it is told by someone who lived it. I would read this book as a class read-aloud. I would also have students investigate primary sources to learn about other perspectives. After reading this book as a class, I would take a field trip to the Moton Museum. Seeing a building and other artifacts they read about will make the book more impactful. This story will come to life if they read and see it.
Thank you for your great post!
Mackenzie Woody
Hi Tam,
Thank you for your overview of class and your insightful comments.
To answer your question, I believe that school funding disparities exist, which one might argue is a present day form of segregation. Schools in higher income, oftentimes white neighborhoods have more resources than those in lower-income neighborhoods. While public schools are supposed to provide equal opportunities, this is not truly the case. Further, oftentimes, families with involved parents will choose to not send their students to the local public schools, further increasing the gap in educational opportunity in the city.
If would use passages from“Students on Strike: Jim Crow, Civil Rights, Brown, and Me” with 5th grade students to have them realize how not far away we are from segregation today. Students should be able to read the text and understand the reprecussions these policies have caused society, particularly in Richmond, today.
While sometimes upsetting, it is important to teach students about the past in order for them to better understand the world they live in. These topics should not be skimmed over, but rather primary and secondary resources should be shown to help people understand the world they now live in.
Thank you,
Nina
Hi Tam, thanks for a great post!
I thin unfortunately segregation can be seen, while not as structured and official, as it has been integrated into many systems today. Things like redlining and differing funding for schools in one example I think of. I think because of this there are a lot of communities, either while towns, neighborhoods, or streets, where only once race lives, and do not interact with those around them due to stereotypes or flat out racism. I think it is something many people don’t talk about but does exist in how people of different races interact, or don’t interact based on this separation.
I think Students on Strike is a great book to read in the classroom, and would pair really well with lessons and primary sources related to the events in the book, and a greater discussion on the struggles, experiences, and effects we read and know about. Discussion is really important, and I think having a class discussion paired with some split and smaller group discussion will help students truly understand what they read about. Also creating a safe and supportive environment surrounding the book will allow students to feel comfortable talking about some of the challenging topics (yet inspiring!)
Thanks again for a great post!! -cecilia
Hi Tam,
Thanks for a great post! I appreciated how you tied together the significance of archival documents, the impact of Students on Strike, and the ongoing relevance of this history today. I agree that primary sources are a vital teaching tool; these documents allow students to truly connect with the material in a far deeper and more lasting way than through secondary sources alone.
I do think the legacy of segregation still affects society, especially in the way school systems are funded and structured. Zoning policies and resource disparities often track along racial and socioeconomic lines, continuing patterns of educational inequality even decades after Brown v. Board. In cities like Richmond, the consequences of those divides are still very visible today.
One way I might bring Students on Strike into the classroom is by pairing excerpts from the book with local data or maps that show present-day school demographics. I think helping students connect past and present, both through historical narratives and through what they see in their own communities, can make these lessons much more immediate and meaningful.
Thanks again for your reflections!
– Emily
Hi Tam! Thank you for your post.
I believe that segregation still has an effect on schools today. As an educator in Henrico County there is a huge difference between Eastern Henrico and Western Henrico. Eastern Henrico schools are predominantly minority and most Western Henrico schools are predominantly white. Many of the schools in Eastern Henrico are opportunity schools…which means that they are hard to staff so teachers get paid extra to teach there. Due to the racist history and redlining, segregation is still making things more difficult on minorities. Most inner city schools are poorly funded because it is based on taxes being paid. I believe all schools should be funded equally. It is sad the kids who need the resources most do not have it because they live in poverty.