This is a guest post by Ava Thorpe, an intern in the AHHA program during the Fall of 2024.
Transforming Education with Culturally Relevant Pedagogy: My Journey with the Library of Congress Digital Collections
My name is Ava Thorpe, and I had the privilege of working on a transformative project titled “Supporting Culturally Relevant Pedagogy with Library of Congress Digital Collections” through the Professional Learning and Outreach Initiatives Office, which runs the Teaching with Primary Sources program. The goal of my project was to create primary source-based, culturally relevant materials to enhance teaching outcomes in history and social science. As an educator myself, the connections between this project and practice were tangible and transformed the way that I viewed primary sources as valuable evidence for research.
Diving into the Digital Archives
I began this journey by delving into the Library of Congress’s extensive digital collections. Using keywords and topics aligned with the undergraduate courses I teach in criminal justice, I explored a wide range of primary sources, including photographs, oral histories, sound recordings, films, and historic newspapers. This exploration offered a deep and poignant look at the historical significance of the chain gang from the 1860s to the early 1900s, creating a tangible record of the historical record of the impact of chain gangs on social, political, and economic issues of this period. The research was both enlightening and humbling. Chronicling America, the Library’s historic newspaper database, was particularly impactful. It provided first-hand accounts and vivid narratives that expanded my understanding of the chain gang’s influence on America’s economic, political, and social systems during the Reconstruction era and beyond.
Uncovering the History of Chain Gangs
Through this research, I discovered how chain gangs—groups of prisoners forced into hard labor—symbolized systemic racism and the exploitation of African American men and boys. Rooted in the legacy of the transatlantic slave trade and reinforced by Jim Crow laws, chain gangs were not merely punitive; they were instruments of economic and social control.
Their impact was profound and far-reaching, shaping the economic landscape of Southern states while influencing societal norms and policies. These insights offered critical context for understanding the intersection of economic exploitation and correctional practices, connecting the Reconstruction era to broader movements such as the Great Migration. The perspectives and narratives uncovered through my Chronicling America research revealed a deeply divisive stance on the chain gang system of corrections, drawing striking parallels to the polarization and societal divisions we observe today.
Creating Curricular Connections
My research culminated in the development of innovative teaching materials, including a “critical thinking tree” and a detailed timeline that incorporated these powerful primary sources. These tools, designed to foster engagement and analysis, will soon be available as a digital album in the Teaching with Primary Sources (TPS) Teachers Network.
The network, an online community for educators nationwide, proved to be a valuable resource for collaboration and inspiration. It encouraged me to transform my traditional lectures into dynamic learning experiences, integrating primary sources to inspire curiosity and critical thinking in my students.
The Impact on My Teaching
This internship was a turning point in my educational approach. Before, my knowledge of primary sources was limited. Now, they are integral to my teaching. Topics like social control, criminal justice policy, and procedural analysis have come alive for my students through the lens of history. For example, one compelling primary source, a newspaper article titled “Workin’ on the Chain Gang,“ illustrated the harsh realities of correctional philosophies between 1864 and 1910. This single document sparked meaningful classroom discussions about the evolution of punitive systems into more rehabilitative approaches, connecting historical injustices to modern-day practices.
Why This Work Matters
Teaching with primary sources does more than educate—it empowers. It bridges the gap between past and present, providing students with tangible records that illuminate the development of criminal justice institutions. For my students, many of whom aspire to become leaders in the field, these insights are invaluable. They encourage reflection, questioning, and a deeper commitment to justice.
Moreover, examining culturally relevant primary sources, like the narratives of chain gangs, helps students understand the roots of systemic racism and its lasting effects. This knowledge is essential for shaping a more equitable future in criminal justice and beyond.
Final Reflections
My AHHA internship experience was transformative, not just for my teaching but for my perspective on the power of primary sources. It reinforced my belief in the importance of culturally relevant pedagogy and its ability to engage students meaningfully. I’ve seen firsthand how this approach fosters critical thinking and inspires students to explore complex topics independently.
As I reflect on this journey, I am deeply grateful for the opportunity to grow as an educator and to contribute to the development of resources that will benefit classrooms nationwide. Teaching with primary sources is more than a method—it’s a bridge to understanding, empathy, and action.
Thank you to the Library of Congress AHHA program, Stacie Moats, Vivian Awumey, and the TPS Teachers Network for making this transformative experience possible.