Reflections - Eights Weeks of HS Teaching

October 1, 2021:

The 8-week grading period is nearly coming to a close, and I am incredibly blessed to have a fantastic job teaching United States history at Coppell High School. My AP students are high-flyers, always entering the class with bright smiles on their faces and a burning desire to learn. I enjoy chatting with them on a variety of topics, including extra-curricular activities, sports, world news, Tik Tok, and life advice before we start learning that day's material. Moreover, they appreciate my openness and relish 'storytime', which usually involves an embarrassing tale from my high school years. My lessons involve a mixture of direct teaching (lecturing on a time period and encouraging my students to take hand-written notes in their spiral notebooks) and student-driven activities (tasking them to collaborate as groups to complete assignments online). Also, I encourage them to ask me questions if they do not initially understand a part of the lecture (usually students will ask me to further explain a subject if they want me to tell a longer, interesting story- since history is the study of our nation's stories, I am frequently swarmed by groups of students who desire to know more than the material simply put in the course textbook). I usually do not give my students much homework (besides reading and taking additional notes) since I believe that every student should have a fun social life outside of school (which includes clubs, activities, and spending time with family and close friends) that does not involve extra class assignments/busy work or studying hard for a test until the early morning hours. Students need sleep each night, and I highly encourage all my AP students to rest!

With my face-helmet on, I lecture about 'Mad' King George III. I employ PowerPoint presentations & short, informative videos in my lectures. Also, my students enjoyed the days when I pretended to be the king and sang 'You'll be Back' from the Hamilton stage play - my pipes are a little rusty!

Since I take great pride and effort in developing 'the whole student', I have supported my students outside the classroom (I am a champion of school spirit- GO COWBOYS!). I thoroughly enjoyed waking up early one Saturday morning and cheering on two of my student-athletes at their cross country invitational. Aria and Andrew performed fantastically. Additionally, I nearly lost my voice when I shouted and rallied the JV volleyball team to an unfortunate loss against Marcus High School. Despite the loss, I congratulated two of my other star pupils - Addison and Madison played their hearts out on the court and I was impressed at their perseverance and spirit. I was honored to be recognized at the Volleyball Teacher Appreciation Night by Addison. Furthermore, I am a frequent spectator at the football games, cheering on my Lariettes, band and football players. I also am the sponsor of two after-school clubs (UNICEF partners with the United Nations and provides students an opportunity to raise money for those living in poverty in Africa while the Fitness Fanatics Club encourages students to lead active/healthy lifestyles post-Covid-19). I will continue to vocally support my cowboys and cowgirls on the field, in the spectator stands and during club meetings, as well as show my students that I take an avid interest in their class academics and after-school activities. I am looking forward to the start of the swimming & diving season this October since I have told two of my swimmers, Asher and Nathan about my ole' swimming days at CHS. I am grateful for the supportive network of teachers I have at CHS, including Diane, Kevin, and the light-hearted, formidable Principal Springer whose bright smile transforms the most-stressful days into comfort/much-needed reassurance.

A group of students from my 7th period collaborate and create revolutionary posters, trying to convince me (a neutral colonist) whether to join the Loyalist or Patriot side. Students enjoyed harnessing their creative skills and using their colorful imagination to produce dazzling finished products.

My students are talented and have so much potential to become grounded scholars (I hope most of them are beginning to 'enjoy' history - it is not the boring, black-and-white subject that everyone else makes it out to be...). Although we have exhaustively covered a lot of content in the previous two months (ranging from the first arrivals in North America in 10,000 BCE to the revolutionary presidential election of 1800), my students have refused to put down their writing utensils. They are ready to absorb the content, discover new skills, and steadily prepare for the Advanced Placement exam in May 2022. I now know the names and interests of most of my 180+ students, and will continue to cement strong teacher-student classroom relationships. The 21-22 school year has started off with an explosive bang, and I am not ready to slow down the positivity nor energy!

I was incredibly proud of Aria at her cross-country meet in September. She raced against the Varsity girls and placed in her event. Well done Aria!

My classroom is my happy place! It's been a great start to the academic year!

I love the Coppell Cowboy football games! So much energy and excitement!

I nearly lost my voice cheering on Addison and the JV team at a volleyball game in September. I was recognized as an outstanding teacher. Thank you Addison!

I am always proud of my student-athletes who race hard and score victories for the Coppell Cowboys. Andrew from my 7th period placed first in his September cross-country race. Well done!

Reflections- First Week of Teaching

Tuesday, August 31, 2021 (I can't believe time flies by so quickly!)

I thoroughly enjoy my new job at Coppell High School! I am teaching the subject I love, and with passion and enthusiasm for American history, I hope to give my students a unique perspective into this subject and many opportunities to further develop the skills they will need to succeed in college and beyond. Also, I feel supported by my principal, department head, and fellow teachers (this year will be tough since the pandemic is still around, yet I know I have a supportive network around me). Below, I have written a few reflective pieces regarding my first full week of teaching AP U.S. History (also on my CISD Bulb page).

Before the first day of class... my classroom has a bunch of posters & antiques in it! History 'comes to life' in my CHS classroom!

What happened this week that I want to remember? Think of the good/bad. 

The first week of content was fantastic & mostly went according to plan. I am blessed to have great students who appear to enjoy the subject and are eager to learn more at the end. We discussed the pre-1492 Natives (including the 'Clovis People') and the controversy surrounding Christopher Columbus. Also, the students completed their first short essay (based on a DBQ). Since I told my students that my classroom is a safe and inclusive space for everyone, it appears that my shy students feel safe and willing to speak up in class without having a fear of being sharply criticized. The names of my students will be a challenge for me (remembering 180 student names over 6 classes is a massive feat), yet I am slowly improving and remembering one at a time. I am very excited to teach at Coppell High this year!

Portraits of the U.S. Presidents as well as a quilt of my old high school t-shirts crafted by my grandmother are located in the back of my classroom.

What was I prepared for? What was unexpected? What did I do very well? Where would I like to improve? 

My lesson plans were prepared so my classes flowed smoothly (and, except for one class, I did not run out of material before the classes ended). Additionally, the strong working relationships I had begun to develop with the students during the first week of classes (Fish Philosophy & GRIT at CHS) were further grown during this week. The students asked me for assistance when they needed help on their essays, and my shy students were eager to contribute to the class discussions because they knew they could speak up without having a fear of being sharply criticized by their teacher or classmates. Also, I was asked by many students to be a sponsor for their after-school clubs (which I painfully had to deny requests because of my busy schedule). Yet, this shows me that the students know I am supportive in their academic and extra-curricular goals. I am currently in the process of memorizing everyone's name, and although it will take time (I have asked my students to have patience) I am confident that I will be able to recall all my students' names by the end of the 2nd month.

The front of the classroom displays maps and political cartoons of major events in U.S. history.

How does what happened change my future planning? 

In the coming weeks, I plan to create a variety of engaging, interactive activities for my students (to immerse them in critical events in American history), as well as continue memorizing the names. Also, I intend to support my students inside and outside of the classroom, including at their athletic/band/choir competitions (Go Cowboys & Cowgirls!).

Proudly wearing my #CHSReset t-shirt on the first day of school. Passion and enthusiasm for U.S. history are my keys to teaching. I truly love my new job!

My desk and little built-in book shelf is covered with personal trinkets, antiques, and books! Notice my china doll of First Lady Mrs. Lady Bird Johnson?!...

Blessed to have been an 'Honorary Lion'

On Friday, July 30, 2021, I departed A&M-Commerce. I had been blessed to mentor, teach, and inspire hundreds of young students at TAMUC as an adjunct history professor and a residence hall community director. I will fondly remember the happy memories I had in Commerce, and will keep in touch with the staff, faculty, and scholars I collaborated with (I lived in Commerce for three years!). Now, another door opens, and I am giddy and thoroughly excited to start a full-time teaching career at Coppell High (my 'ole stomping grounds!). Below are a few photographs I took on my last day of work at TAMUC.

#MeInCISD- picking up my technology and teacher ID at the Coppell ISD building, July 2021. TAMUC will continue to hold a special place in my heart (the campus was beautiful, students were phenomenal scholars, and the institution gave me an opportunity to teach and work in student housing), yet I am very excited to see what is next in store for me at Coppell High School!!

Our last photograph in the Prairie Crossing CD apartment. My wife and I are very excited to start our married life in Coppell!

My wife and I enjoyed feeding one of the stray cats at PC. We named him Domino. He was a good boy!

Residents at Prairie Crossing have the unique luxury of parking their vehicles in an enclosed parking garage. During my time at PC's community director, I collaborated with facilities and the Honors College staff to upgrade the complex's security system. The $1 million upgrade included a garage gate, new security cameras, and swipe-access gates at all the entrances and exits. I also oversaw the completion of a study space/conference room for the Honors College students.

Another angle of the swimming pool at PC. Prairie Crossing was home to a lot of wildlife, including birds on the 4th floor. I labeled PC as 'the mini jungle.'

My Resident Assistants and Desk Assistants (student staff) worked at the PC Front Desk every day. We assisted residents with roommate/housing/facility concerns, and provided every resident with a key to their room. Superior customer service was important in our mission.

I also oversaw the operations of the Women's Halls (nicknamed the F-Halls). These 6 buildings were constructed in the early 1960s; 5 of them were used by on-campus sororities. The sixth house was used by members of two Living Learning Communities (Mujeres de Accion & Sista to Sista). You can also see the Library and Professor Mayo's grave in this photograph.

I was the building manager for the Prairie Crossing Apartments at TAMUC between March 2020 and July 2021. PC houses 350 residents (most of the students are part of the Honors College). The complex has a swimming pool, games room, media room, study room, and laundry facilities.

My empty office at Prairie Crossing (this was also my faculty office). Posters and antiques once decorated the walls in this office (my bobblehead collection was a frequent discussion topic). I met with many students/residents in this office, discussing housing policies, academics, and professional goals.

Marvin College in Waxahachie, TX

Since I thoroughly enjoyed my excursion to Waxahachie a couple of months ago, I have decided to write a brief blog post on Marvin College, one of Waxahachie's first schools. The city's District Conference of the Methodist Church had established a district school in Waxahachie in November 1868. This academy was housed in a two-story building on the corner of Jefferson and Monroe Streets (currently where the Ellis County Women's Building sits). At the fourth session of the Northwest Texas Conference in Weatherford in November 1869, the education committee voted favorably to turn the district school into a college. The Reverend W.G. Veal was appointed financial agent, a proposal charter was drawn up, and Reverend S.D. Akin and Professor Smith Ragsdale were selected as co-presidents. Waxahachie citizens, elated at the fact that a college was going to be in their back yard, subscribed over $15,000 in cash, land, and service for the "purpose of erecting suitable school buildings and endowing a first class school, college or university, to be under the control of trustees for the M.E. Church, South, said school to be located in the town of Waxahachie, in Ellis County, Texas..." Emory W. Rogers, one of Waxahachie's elders who had been given a 640-acre grant from the state in 1849, donated 40 acres of land for the college. Reverend F.P. Ray, Board President, and secretary Sallie A. Kincheloe both played pivotal roles in whipping up support for the new school; in total, 1,500 Waxahachie townsfolk donated to the college's establishment, sums ranging from $50 to $1000. 114 students enrolled in the first year of operation, 1869-1870. Marvin College, named in honor of Bishop Enoch M. Marvin, the presiding bishop of the Trans-Mississippi Conference of the Methodist, Episcopal Church, South, opened to much success.

The Administration Building at Marvin College, c. 1871. Ellis County Historical Society.

The first administration building was completed by the fall of 1871. At a whopping cost of $22,000, the two-story, red brick, 28-foot structure was a massive undertaking for Hoffman Brothers, the contractor. The building had a 4-foot rock foundation as well as 18 inch walls. 6 classrooms and a 40-foot study hall (which could fit 300 people, according to testimonies) graced the first floor, while a large chapel (which could impressively squeeze 800 occupants) was located on the second floor. A huge bell, crafted by New York City merchants, hung in the college's clock tower-- it's booming tones to signify the start and end of the school day could be heard within a radius of five miles. A mansard roof, an comfortable feature to the dreary concrete structure, was built between 1880 and 1882. Although the college had ceased its operations much earlier, the administration building was repurposed by the new city school district at the turn of the Twentieth Century until its demolition in December 1920. The college also had two on-campus dormitories, one male and one female (in hopes of attracting far-reaching students) and a observatory. The two-story observatory, quipped by many as "the most handsome building in North Texas," housed a laboratory and a $1,200, 9-foot telescope, created by Benjamin Pike and Sons in New York City. Additionally, these buildings were razed at the start of the new century.

Marvin College, c. 1880 (just years prior to its closure). Ellis County Historical Society.

The college, a private Methodist school, required each student to attend chapel as well as enroll in Bible classes. The curriculum (at first a classical and later changed to a practical) was spread over 10 years and comprised of a variety of rigorous primary, preparatory, and collegiate classes, including geology, military science, chemistry, and telegraphy. The college also had a renowned music program, based on collegiate music programs from European universities. Owing to the challenging coursework and distinguished professors, Marvin College was "soon to be the Cambridge of Texas," reported the editor of the Waxahachie Enterprise. Although its life span was brief, Marvin College had a student band, campus newspaper, literary societies, and an alumni association. The college granted Bachelor of Arts, Mistress of Arts, Master of Arts, and Mistress of English Literature degrees. At its peak, the college had a healthy enrollment of 350 students and a handful of award-winning faculty members.

Levin Major Lewis, a former Confederate general, was the final president of Marvin College between 1879 and 1884. Prior to this appointment, he was a professor of English at Texas A&M College. In 1884, he was appointed pastor of the First Methodist Church in Dallas. FindAGrave.Com.

Despite the successes, Marvin College's life was cut short due to a big number of leadership issues and financial burdens. The college had a string of 1-year presidents between its opening in 1869 and 1876. Mrs. E.H. Horner gave the college a little boast between 1876 and 1877 when she increased the female student enrollment. However, the college had little leadership between 1877 and 1878 (Mrs. Horner retired and interim leader Charles E. Brown was too focused on other matters). The college split its ties with the Methodist Church after 1879; attorney James A. Walkup purchased the college with his own funds and selected Confederate General Levin Major Lewis as the new president. Lewis was a talented administrator and served in that top position until his sudden retirement in 1884. In addition to the unstable and non-continuous leadership, Marvin College had a debt problem. The college held a $6,000 mortgage with J.B. Watkins and Company, and unpaid tuition bills added fuel to the fire. Moreover, the college used 30 tons of expensive coal during the 1883-1884 winter, which toppled all the remaining safety financial blocks. The final straw was in the summer of 1884 when Mr. Charles E. Brown, a huge beneficiary, stopped donating money since he became associated with H.W. Graber and Company. The final commencement occurred in June 1884, and Marvin College closed its door soon after. The school buildings were repurposed, and later razed at the start of the new century.

A historical marker was erected on the former site of Marvin College in 1977 (more than 100 years after the school's closure!). Flickr.

In conclusion, Marvin College had a very successful, yet short life. In its 15-year existence, the school was a point of pride for the City of Waxahachie (and despite the constant dark financial cloud that hung over, the townsfolk still donated large sums of money and many services to ensure the college stayed afloat until the last year). Also, the college was a tribute to the Methodists of the Waxahachie District of the Northwest Texas Conference, who had conceived the idea of a first-class college and had tirelessly supported it during the joys and challenges. Marvin College holds a stoic, profound, positive place in Waxahachie's history.

Cited Sources:

Billy R. Hancock, "Marvin College," Ellis County Museum Inc., accessed July 29, 2021, https://sites.rootsweb.com/~txecm/marvin_college.htm. 

Charlie C. Haynes, Jr., "Marvin College," Handbook of Texas Online, accessed July 29, 2021, https://www.tshaonline.org/handbook/entries/marvin-college. 

Edna Davis Hawkins et al., History of Ellis County, Texas (Waco: Texian, 1972). 

William Franklin Ledlow, History of Protestant Education in Texas (Ph.D. dissertation, University of Texas, 1926).

Waxahachie: A Breath Of Fresh Air

My wife and I took a 'mini-vacation' to Waxahachie several weeks ago, and we thoroughly enjoyed our time in Ellis County either trying 'hole-in-the-wall' restaurants or wandering around the region's many historical and cultural points of interest. All, I would recommend visiting Waxahachie and appreciating the vibrant atmosphere of Central Texas. Below, I have written a brief history of Waxahachie and shared some photographs from our wonderful trip.

The sun shines brightly on the beautiful Ellis County Courthouse, the heart of Waxahachie.

The earliest inhabitants of the South Dallas region were the Tonkawa, Bidai, Kickapoo, Anadarko, and Waco Indians. The Natives' settlements were large and their economies heavily relied on agriculture and trading. Due to the Shawnee Cattle Trail, where ranchers moved longhorns and cattle from San Antonio to Missouri, an influx of settlers moved to the area after the 1836 Texas Revolution. One of the first white settlers was Emory W. Rogers, who, on October 4, 1849, received a grant of 640-acres along the north-fork of the Waxahachie Creek to establish the seat of the newly-created Ellis County (the county is named after Richard Ellis, president of the 1836 Constitutional Congress which had declared Texas' independence from Mexico). By December of 1849, Waxahachie boosted several wood-built stores, 989 people, and a dirt-tracked Main Street. The first courthouse was built of logs and cost only $59 to construct. The City of Waxahachie, located on the black waxy soiled banks of Waxahachie Creek, was officially established in 1850. The name of the new community was proposed by State Representative E.H. Tarrant from the Waxah Indian Tribe (Tarrant County is named in his honor) and the Native word for creek is 'hachie.' Following the Civil War, Waxahachie's economy relied on agriculture and cattle. The first railroads in the county in the 1870s, including the Houston & Texas Central Railway, opened Waxahachie's trading tentacles and connected the people of Central Texas to traders in New Orleans and on the Gulf Coast. At the turn of the twentieth century, prosperous Waxahachie was suitably dubbed the "Banner Cotton County of the World." Owing to a thriving economy, the city saw a herd of wealthy individuals settle on its lands in the 1910s and 1920s, whom built grand "gingerbread" style homes. The city's social life rested heavily on churches, boarding houses, and women's clubs. The Chautauqua Auditorium, an octagonal amphitheater built in 1902, was one of the first in the United States and was frequently used by the city's wealthiest elites. Distinguished orators, such as William Jennings Bryan and William Penn Adair Rogers spoke in this structure. After the 1930s Great Depression, Waxahachie's once-prominent agricultural economy scaled back, making way for a flourishing retail center. Although the cotton industry is gone, today's Waxahachie provides city-goers from Dallas and Fort Worth a breath of fresh country air, plus a variety of fantastic antique shops and local restaurants. 

A section of the Downtown Square. Note the old Texas Movie Theater, which possibly drew huge crowds of hormone-raging teenagers in the 1950s and 1960s (the theater is now closed).

Waxahachie has also been featured in several award-winning films, including Travelling Man (starring Kay Lenz), Valentine's Day (starring Matthew Broderick and William Converse Robert), and Bonnie and Clyde (with the legendary duo Faye Dunaway and Warren Beatty). Moreover, TV producers have filmed their television flicks in Ellis County, including The All-American Cowboy (with Charlie Pride) and Of Mice and Men (starring Randy Quaid and Robert Blake). It is of little surprise that filmmakers chose the quiet, picturesque Waxahachie for their flicks' backdrop since the 'ole Texas town is beautiful! Since I am talking about Waxahachie's colorful Hollywood past, it is necessary to bring up the town's prepossessing structures; in particular, the Ellis County Courthouse, located in Waxahachie's Town Square. The building, which was completed in 1897, was flawlessly designed by James Riely Gordon, a New York architect, in a 'Richardsonian Romanesque' style. Marshall Sanguinet, an architect from Fort Worth, was the supervisor during construction. Red limestone from Burnet County as well as pink granite and Pecos red sandstone from a quarry near Barstow were used to coat the building's exterior. The roof was meticulously pieced as ten thousand slate and ceramic tiles were laid that gave way to an imposing clock tower (the tower is now powered by electricity and has a windup of 250 pounds!). A group of bronze eagles finished the tower. The most striking features of the attractive courthouse were the stone carvings in the walls that appeared to be faces. I admired the pair of lion heads over the south entrance. Depictions of the 'Greek Man,' an elderly man, and young woman donning a pillbox hat grace the courthouse's other entrances. Usually, carvings like these are found on oldish-European churches, which gives us the clear impression that Gordon strategically designed this courthouse to be stunning, exquisite, and exuding a powerful tone. I was impressed at the courthouse's interior, which consisted of paneled walls, metal grates, and arching ceilings. The people of Waxahachie appear to have great pride in their county's courthouse since they agreed to pay for a building restoration in 2002, which cost $10 million. The nine-story courthouse proudly stands as a testament to the county's growing pride and political influence in the southern part of Dallas.

My Kia Soul, Winston, sits in front of Waxahachie's train depot. The railroads played an instrumental role in the city's economic growth at the end of the nineteenth century. The last train departed from this depot in 1989.

Information from Waxahachie's city website & various flyers from the County Courthouse/Museum.

All photographs from the author's personal collection.

A group of stone carvings on the Ellis County Courthouse. Some of the heads looked creepy...

Waxahachie has many colorful, cute murals. This one depicts the city's cotton past.

My wife and I treated ourselves to a lunch at Pop's Burger Stand, a local diner that sells fantastic & juicy cheeseburgers (the shakes were great too!). I felt as if I was stepping back in time and re-living the diner experience of the 1950s (the restaurant wall's were covered with car antiques and retro decorations).

The Ellis County Museum is located on the Downtown Square. This building (constructed in 1889) originally housed retail stores and professional offices. Although most of the museum was being renovated at the time of our visit, the exhibitions they did have were fantastic and insightful. Definitely worth another visit in the near future!

At the turn of the twentieth century, many groups constructed monuments to remember their fallen relatives/townsfolk from the Civil War. The Ellis County Confederate Monument, which currently stands next to the courthouse, was unveiled on November 2, 1912.

Waxahachians appear to take great pride in their quaint city. There were many of these large, painted hearts around the city square. This is a beautiful community!

A courtroom in the Ellis County Courthouse. The city renovated their principal structure in 2002.

A statue of Richard Ellis in front of the County Courthouse. Ellis was president of Texas' Congress during the 1836 Revolution. He later was part of the first four congresses of the Republic of Texas.

A tasty meal at the Catfish Plantation included chicken fried steak, Texas toast, fries, and green beans.

My wife and I had a fabulous lunch at Catfish Plantation. According to history, the establishment is the 'Most Haunted Restaurant in Texas!' Some customers have reported to have seen knives and forks being thrown across the room, a fry basket levitating in the kitchen, or coffee cups magically disappearing. The restaurant has been featured on the History Channel. I did not feel the presence of ghosts while eating my meal, however, my wife feels confident that she felt a tap on her shoulder...

New Adventures in Coppell, TX

I recently accepted a phenomenal job offer as a AP United States History teacher at Coppell High School. I am thrilled beyond words since this is a dream job, and I plan to make a positive and profound impact on many students and young history-buffs! This does mean that I will be leaving A&M-Commerce at the end of July, and will thoroughly miss being part of the Lion family. I intend to finish my TAMUC research and hopefully publish my discoveries in the near future. I will miss the connections I made at TAMUC, yet am very excited to make new professional relationships at CHS and in Coppell ISD. Also, since I am a 2012 New Tech High @ Coppell graduate and spent most of my teenager years in Coppell, I am overjoyed to return home to my 'ole stomping grounds and give back to the thriving community I once adored. Below is a brief history of Coppell (information from the City of Coppell and The Coppell Historical Society websites).

I am elated to have received a job opportunity at Coppell High School. The city's inaugural high school was located at the CHS 9's current site prior to its relocation in 1989. Photograph by J. Chanin.

The farming community of Grapevine Springs was created in 1832 and played host to a peace treaty in the 1840s between Sam Houston (then president of the Republic of Texas) and local Indians. This area is now known as Grapevine Springs Park. Settlers, mostly of German or French descent, began moving into the region soon after. Dallas County was organized in 1846, and the City of Dallas was established in 1856. The City of Coppell was originally called 'Gibbs' in honor of former Texas Senator and Lieutenant Gov. Barnett Gibbs. The agricultural community changed its name to Coppell by 1890, after George Coppell, a distinguished New York businessman who funded the construction of railroads in the Lone Star State. The town's post office name was changed to Coppell in 1892. Since the Cotton Belt Railroad (part of the St. Louis and Southwestern Texas Railroad) weaved through North Texas, Coppell's population drastically increased at the end of the nineteenth century; the community had four stores, a lumber yard, blacksmith shop, a school and cotton gin in 1893. By 1909, a second school was constructed west of Coppell's center, and a newspaper, the Coppell Informer, was published for the first time. Dallas County partnered with city administrators and built a watering trough in Coppell in 1911. The community's three schools (Bethel, Coppell, and Gentry) consolidated into one Coppell school in 1928; this school would eventually be burnt down and rebuilt in 1950. The new Coppell School, which stood on the site of Pinkerton Elementary, was 8,000 square feet, cost $21,000 to construct, and served 154 students (according to a 1950 Dallas Morning News article). The Coppell Independent School District, my future employer, was established in 1959, and the city's high school was built in 1967 (at the current location of CHS 9th Center). Coppell was officially incorporated in 1955, and R.M. Johnson, a prominent attorney, was elected the city's inaugural mayor on January 7, 1955. When the enormous neighboring Dallas-Fort Worth International Airport opened in 1974, Coppell blossomed into prosperous community of doctors, scholars, politicians, immigrants, and business leaders. Today, Coppell is home to over 41,000 people (including young families) and several renowned business headquarters, including Amazon, Ci Ci's Pizza, Staples, and 7-Eleven. Coppell's future looks very bright, and I am ecstatically happy that my wife and I are going to be a part of Coppell's story.

A class at Coppell's Gentry School, c. 1925. The city's three existing schools consolidated in 1928. Photograph found on The Coppell Historical Society webpage.

I ask that you continue to follow my teaching and history adventures on this blog as I plan to share my scholarship, lesson plans, and students' work (with their permission). I am 'over the moon' at this unique opportunity and I intend to 'bring history to life' in my classroom as well as inspire future generations of students to seize the leadership mantle and not be afraid to change the world!

Coppell is named after George Coppell, a New York bond holder in the St. Louis and Southwestern Texas Railroad. Mr. Coppell, who immigrated to the United States at age 21, worked in the British Consul and with Maitland, Phelps & Co., a banking firm, for most of his life. It is rumored that he never visited the town named after him. Photograph found on The Coppell Historical Society webpage.

ETSU Stories

I am approaching my three-year anniversary at Texas A&M University-Commerce. I have been blessed to become a large part of the 'Pride' as a community director (in the Residential Living & Learning dept.) and an adjunct professor of history. The connections I have made with staff and faculty will be remembered for a long time, and I have thoroughly enjoyed the philosophical conversations I have had with students in the classroom and residents in the on-campus dormitories (we usually chat about American history, life goals, managing one's finances and time, and self-accountability). Additionally, I have undertaken the task to write a 132-year photographic history of the university (Professor Mayo established East Texas Normal College in 1889). This colossal project, which has been endorsed by TAMUC president, has spawned into a variety of mini projects, including conference presentations, blog posts, lecture materials in class, and a couple of articles in Texas history magazines (also, the East Texan). I have immersed myself in the history of this fantastic institution, and am very proud to continue to write the Lion story. I am going to share a few parts of the Lion story in this blog post.

Professor William L. Mayo established his college in 1889 in Cooper. This was the original building, which housed classrooms, faculty offices, and an apartment for Mayo. The college was relocated to Commerce after a devastating fire destroyed this T-shaped structure in 1894.

Peggy Leeman Ramirez was born in the early 1930s and grew up on a farm. Despite her family's rural roots, Peggy never wanted to milk the cows for the rest of her life, choosing instead to pursue a quality education. She enrolled at East Texas State Teacher's College in February 1952. She received no financial aid nor scholarships (women were not given the same opportunities as men in the 1950s), so she worked the night shifts at a PBX switchboard to pay for her tuition. Through hard work and perseverance, Peggy graduated in 1954 and became an award-winning teacher at Robert T. Hill Middle School in Dallas. She did not tire in her learning and returned to ETSTC to pursue a master's degree; Peggy balanced her job and schoolwork over a three-year period. She noted that obtaining her master's degree was, "One of the best things I ever did." Peggy would work at Bryan Adams High School in Dallas for a large chunk of her later career prior to retirement. She has since reflected on her education, lauding the institution for its top-ranking faculty and degree programs: "If I wouldn't have had the education that East Texas State gave me, I wouldn't have had the fabulous career in teaching, and knowing the wonderful students I have encountered..." Peggy Leeman Ramirez was named a TAMUC Distinguished Alum in 2017.

Whitley Hall, East Texas' tallest building, was built in 1969. This photograph was taken in the 1980s. It currently houses male and female students. I oversaw operations at Whitley Hall btwn 2018 and 2020.

John Spiegel spent most of his teenager years walking the East Texas State University campus with his brother and former ET student, Wayne Spiegel. He admired the beautiful campus, thinking "life would be terrific" at ETSU. John enrolled, took a sincere interest in photojournalism, and studied under two distinguished journalism professors, Drs. Jack Bell and Otis Spencer. He later recalled his challenging typewriting class with Dr. Robert Ward; the strict professor once scolded John's unsatisfactory class performance, noting "Son, if you don't know how to type, you will never make it in this class..." John was also active in the university's Air Force ROTC program (which had been established by President James G. Gee and Congressman Sam Rayburn after World War II). He lived in the married housing with his wife during his time at Commerce (the married housing apartments were located in the grassy lot next to the current Brookshire's). John graduated with his bachelor's degree in 1971, followed by his master's degree in 1973. He served in the United States Army for 31 years prior to retirement. He was recognized as a TAMUC Distinguished Alum in 2017. Now in his twilight years, John has reflected on the fond memories he had had on campus: "Despite all those changes that took place over the years, at the end of the day, there is still one constant that remains and that is the standard of excellence-- the standard that was set by Dr. Mayo and it has continued to permanent across campus still today."

ETSU Memorial Stadium, photographed in the 1980s. The football stadium was built in 1950 to commemorate the ET students who died during World War II. Note the antiqued telephone box...

Steve Sullivan was genuinely considering the University of Tulsa for college. On a trip to Oklahoma with his older brothers, Steve stopped at his brother-in-law's house in Greenville and was persuaded to look around the East Texas State University campus. He met many students in Commerce and fell in love with ET. Steve enrolled in classes and balanced a successful and rigorous academic workload with leadership roles in many on-campus organizations, including the East Texan (where he was the sports editor). After obtaining his bachelor's degree in 1969, Steve joined the publishing staff at Caller-Times in Corpus Christi. Owing to his work ethic, he quickly moved through the ranks and became the vice president of E.W. Scripps Publishing Company in 1997. When he received the Distinguished Alum award in 2014, Steve Sullivan proudly boasted that attending ETSU was the "#1 best decision" he had made. Steve's family continue to donate a lot of scholarship money to the institution.

The (2nd) Rayburn Student Center, built in 2009. The first RSC was constructed in the 1960s near the football field. This current rendition of the RSC houses the dining facilities, bookstore, student activities staff offices, and multiple conference rooms. The building is named after Sam Rayburn, the distinguished Texas congressman and a 1903 ET alum.

Gordon Allen is another successful product of East Texas State University. He grew up in rural Texas on a dirt road, and worked with his father to open their gas station each morning. Gordon enrolled at ETSU and took a variety of business classes, graduating with his bachelor's degree in 1972. He returned to his alma mater, enrolled in night classes and received his MBA in 1984 (1984-1985 was one of the worst years for ETSU since enrollment was at an all-time low). Gordon held several position at GTE Co. (now called Verizon Communications Inc.). He was also bestowed the Distinguished Alum award in 2014.

East Texas State University/Texas A&M University-Commerce has produced many outstanding leaders and scholars, each of whom has made positive, profound impacts in their communities. This university has been special from the beginning (since Professor Mayo's days), and will continue to provide quality instruction and rigorous academic training to young Lions in our continuously-evolving world.

*ET Photographs are from The Portal to Texas History*

Sallie Brooke Capps in the News

In this blog post I am going to share a brief article I wrote on Sallie Brooke Capps, the subject of my new book. The article was published by North Texas e-News in December 2020. 

Sallie B. Capps, c. 1900

Sherman, Texas -- Since its founding in the late 1840s, Sherman—a fairly-concealed, quant gem in North Texas—has been the home to several celebrities, including silent film actress Stella Adams, award-winning musician and heartthrob Buck Owens, Indianapolis Colts Super Bowl XLI champion footballer Hunter Smith, and distinguished FBI Agent Charles B. Winstead. Besides this group of renowned personalities, Sherman has also been the home to a large number of unknown, yet equally industrial community leaders. In this article I will shed light on Sallie Brooke Capps, an education reformer who matured into a young woman and received a quality education whilst in Sherman.

Sarah Angel Brooke—nicknamed Sallie by friends—was born in Sherman on September 16, 1864 to Nancy Caledonia Chaffin and Dr. John Brooke. Her mother was the daughter of a Missourian farming tycoon and her father is best known by local historians as the owner of Sherman’s first drug store, which used to be on the plot of land that the Touch of Class Antique Mall currently sits. As a young child, Sallie developed interests in writing and astronomy. She frequently described colorful dreams in her journal and spent numerous hours observing the night sky’s constellations in the open fields behind the family residence. Moreover, Sallie was an avid collector of poetry, accumulating a prolific collection of literature on nature, including William Shakespeare’s Winter and William Ross Wallace’s The Hands that Rocks the World.

Sallie took preparatory courses in English, mathematics, and instrumental sciences at the Sherman Male and Female High School between 1869 and 1874. The coeducational institution, housed in the former two-story Odd Fellows Hall, enrolled white children from Collin and Grayson Counties between the ages of 4 and 17. Sallie received instruction from several award-winning teachers, including Reverend William P. Petty, Mrs. Burrell Smith of Oklahoma, and St. Louis native J.C. Parks. Following the high school’s acquisition by the Methodist Episcopal Church, South in 1874, Sallie’s education underwent many changes. In line with southern principles which encouraged the sexes to play different roles in society, Sallie’s male colleagues were transferred to a separate high school on the outskirts of town that was headed by Civil War veteran John Henry LeTellier. Moreover, the high school’s existing curriculum was modified to resemble the existing academic programs at liberal arts colleges; electives in engineering, agriculture, and home economics were offered to the young women. On May 28, 1877, the high school’s curriculum was upgraded again, and the North Texas Female College was officially incorporated.

Since the president of North Texas Female College, James Reid Cole saw potential in the young former Sherman high school students, he persuaded the administration to grant admission to white girls aged 5 to 18. In December 1877, the college, now relocated to the current location of Kidd-Key Auditorium, had seven teachers and enrolled more than 200 students, including 13-year-old Sallie. Sallie excelled in her preparatory classes, including world geography, United States history, and English grammar, literature, and composition. In high school, Sallie tackled collegiate-level classes—which, according to the 1880 college bulletin, were all listed as challenging—including Latin composition, mental arithmetic, ancient history and mythology, geometry, astronomy, moral sciences, and logic. Sallie’s time as a student came to a close in the summer of 1882 when she completed three days of examinations and received her academic diploma. Since state education records show that less than 30 percent of women in Texas received a high school diploma in the 1880s, Sallie’s academic record was outstanding and notable.

With a diploma in hand and craving for adventure, Sallie moved to Fort Worth on September 28, 1884. Yet, it was not long before the young woman returned to Sherman to marry her life partner. Sallie tied the knot with William Capps, a renowned attorney and editor of the Fort Worth Record, on June 1, 1887. The ceremony, which was recorded by the Sherman Daily Register, took place at St. Stephen’s Episcopal Church and officiated by Reverend Alexander Charles Garrett. After the wedding the Capps’s moved into the Queen Anne’s House on Penn Street, which is currently home to the Dent Law Firm.

Sallie would later become president of the Fort Worth Kindergarten Association, an organization that persuaded politicians in Austin to support the 1909 Kindergarten Bill, which permitted school boards to establish nurseries. Furthermore, she was chosen by Governor Oscar Branch Colquitt as a Regent at the College of Industrial Arts in Denton in 1911. During an 18-year period, Sallie played an instrumental role on the institution’s Board, assisting the administration in a curriculum overhaul, hiring two presidents, providing voting information to the female students in wake of the Nineteenth Amendment, and persuading the leadership to expand the campus’s physical plant, which included a residence hall named in her honor. Sallie’s industrious efforts in promoting and enlarging the number of academic opportunities at the college paid off; Texas Woman’s University (what the college became in 1957) became the largest state-supported institution of higher learning for women in the United States.

Grey-haired Sallie continued to advocate for better academic opportunities for women and children in North Texas during her retirement. After an illustrious career as a committed educator and public servant, Sallie Brooke Capps died in Fort Worth on July 16, 1946—she was 81 years old. Although public memory of her noted career has diminished over the years, it is without question that Sallie Brooke Capps appropriately holds a seat among Sherman’s historical standouts as one of the city’s trailblazers in education.

**Author’s Note: More information on Sallie B. Capps’s life, career, and family may be found in the author’s book titled Sallie Brooke Capps: Education Trailblazer in North Texas (spring 2021).

Capps's grave is located at Fort Worth's Greenwood Memorial Park and Mausoleum. 

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The book has been praised by numerous local scholars, history buffs, and education enthusiasts. I am grateful for the support I have received thus far. Sallie's illustrious story is gradually being remembered and retold. My North Texas e-News article was recently used by Texas Woman's University when they wrote a featured article on the significance of their buildings' namesakes (although the original Capps Hall was demolished in the 1980s, TWU constructed a block of student apartments on campus in the late 2010s and named them in honor of Capps). Also, Dr. Carine M. Feyten, chancellor and president of TWU, mentioned my book in her May 2021 newsletter. I hope you enjoyed the book Dr. Feyten. Since my original goal was to spread the word on Capps, I am incredibly proud to showcase her story in a richly-detailed volume that has landed in the laps of many history fans. We all need to continue sharing the vibrant stories of those who deserve a place in the history books but have been overshadowed.

Boldly Go newsletter by TWU Chancellor Carine M. Feyten: https://twu.edu/chancellor/communications/boldly-go-newsletter/may-2021/

What's in a name? Part XIII article: https://inside.twu.edu/read/whats-in-a-name-part-xiii

North Texas e-News article: http://www.ntxe-news.com/cgi-bin/artman/exec/view.cgi?archive=83&num=121253&printer=1

The Lowry Woods Community is a group of student apartment blocks on campus. One of the blocks is named in honor of Regent Capps. (TWU photograph)

Statement of Educational Philosophy

* I have recently received several requests from educators and historians asking to see my Statement of Educational Philosophy, so I have decided to post it on here. Since my pedagogy is continuously evolving, my statement frequently changes. *

History is magnificently unique in that it is a very interdisciplinary subject, useful in many different contexts. By the time a student leaves my classroom, I expect that they will be able to take with them the fundamentals of writing, presenting, researching, and analyzing historical texts. They can then apply those skills to future problems in whatever degree and career they choose to pursue. In my classroom, students will be able to nicely fit in the shoes of a historian. They will be able to digest material on the history of the United States and the world, and receive the tools to become knowledgeable citizens who want to change the world. I also expect that my students will be curious and engaged learners, and not be afraid to ask stimulating questions.

My sincere interest in American history stems from my elementary days. Despite a severe speech impediment as a child and several learning disabilities in elementary and middle school, I am incredibly proud of myself for 'sticking it out' and graduating with my history M.A. in 2018.

The foundation of my teaching philosophy is that I care deeply about my students, and see them first as the humans they are, with lives and interests outside of the classroom. I enjoy conversing with my students during passing periods and office hours, and I take immense pleasure at mentoring them and offering graduate school and career advice. I am also known to be a loud and proud spectator at my students’ athletic games and music concerts (pre-Covid… and now, post-Covid since everything is gradually re-opening), earning me the nickname “the crazy professor” by several of my Texas A&M-Commerce colleagues and former students.

Inside my classroom, I always work to foster a welcoming, inclusive environment, starting on day one. I make it a priority to learn every student’s name and say their name whenever I call on them during the semester. Since small-group discussions are common in my lesson plans, students get to know each other (and bounce different ideas off one another). These collaborative approaches help my students and I gain a mutual respect for one another, as well as their peers. Given that a courteous environment is cultivated, I aim for my students to feel more confident asking questions in front of the class. I maintain the mantra there are no stupid questions, and encourage my students to speak up since it is very likely someone else has the same question. Most importantly, I retain the belief that by being an engaged learner, anyone can succeed in my classroom. It does not matter where you come from nor your educational background, you and your questions are always welcome.

I thoroughly enjoyed my stint as a speech and debate instructor at Duke TiP in June-July 2018. I shared my knowledge with a group of talented, high-flying middle-school scholars.

On top of fostering students’ respect for one another in the classroom, I also elicit as much activity from my students as I can during the lectures. I begin each lesson by summarizing what we covered in the previous class (and summarize the material at the end of that lesson too). Furthermore, I ask the students if there are any questions from what was previously taught or if there was a concept that was unclear. This open floor strategy at the start of class ensures we all understand the previous class’s material prior to building on it. I never want a student to dread this subject because “history lectures are long-winded”; history is far more profound and moving than most people realize. Consequently, I believe history is better learned through short stories. My lectures are composed of succinct, compelling anecdotes that chronicle the histories of all Americans, including Hispanic Americans, African Americans, Asian Americans, Native Americans, immigrants and women. Each enthralling story is told in an enthusiastic way and is complemented with a variety of captivating, physical props, such as copies of primary documents, and antique and historical objects (including one of my favorites when I discuss the 1960s, a 1964 campaign doll of Lyndon B. Johnson).

I have found that many of my students are visual learners so I frequently bring historical objects and antiques to class in an effort to 'bring history to life.' I showcase my LBJ bobblehead in this photo.

Visual learners are also given tools to succeed in my classroom. PowerPoint presentations with black-and-white images of important events in American history, as well as colored portraits of historical figures accompany the lectures. Furthermore, I frequently draw battlefield and street maps, as well as statistical diagrams on the white board to provide my students an all-encompassing picture of what happened at that moment in time. Occasionally, I sport a cowboy hat or costume dating from the time period we are talking about in class (including Texas Revolution and Civil War outfits), which further amplifies a student’s ability to envision a character’s appearance from American history. I endorse note-taking in my classes since these scribes are usually the ones who retain the information and perform well on the content quizzes and unit exams. Moreover, I encourage my students to critically think like historians by spending several classes discussing dense scholarly texts that examine different authors’ interpretations of a subject. At the end of the semester, my students engage in an historian’s most distinguished craft: writing. After utilizing technology and a variety of primary and secondary documents at the university’s library, my students are required to create and defend their own thesis in a research paper. Additionally, students polish their oral communication skills by presenting their findings to the class.

I enjoy visiting historical landmarks and 'feeling the ghosts.' I share these stories with my students and encourage them to tour the battlefields, residences, and factories where our great American heroes once worked and lived in. One of my favorite vignettes to share was the time I received a back-stage tour in the Churchill War Rooms in London and got to seat in Winston's chair (the chair's handles were scratched since the PM often dug his fingernails into the wood when he was stressed during the war!).

After outlining how I approach my current classroom and beyond, one thing that I constantly keep in mind is that I am learning too. My pedagogy and instructional methods are continuously evolving. There will always be methods where I can improve what I can do for my students, and I will actively seek these out. One aspect I consistently seek to improve on is student feedback. Currently, I study my assessment tools to see whether my students are effectively retaining the course material and incorporate their feedback every 2-3 weeks in my teaching styles. As I teach more classes and receive more student feedback, I will learn how to better adjust my curriculum and pedagogy for different classroom climates and varying students’ background knowledge. I look forward to the chance to improve my teaching skills and continue helping students learn the tools to become well-informed citizens who are active in their communities.

Updated on July 5, 2021

Although teaching has remained my priority, I still conduct research in my spare time. My research compliments my lesson plans. I recently had my Sallie Capps book published. Capps was a dominant force in North Texas education in the early twentieth century. I stand beside her grave in Fort Worth in this photo (2020).