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With the onset of COVID-19, spring 2020 proved difficult for teachers and students everywhere. But amid the challenges of online and hybrid education, incorporating A Journal of the Plague Year: a COVID-19 Archive (JOTPY) into classrooms provided students a unique and impactful learning experience, while also helping them process the anxieties and uncertainties of the pandemic. In this article, Assistant Professor of History at the University of Wisconsin-Eau Claire (UWEC) Cheryl Jiménez Frei shares insights and best practices for teaching with JOTPY, and a model incorporating the archive across multidisciplinary courses to address archival silences. Beyond the university, JOTPY can be a valuable pedagogical tool for elementary, middle, and high-school teachers during the pandemic. To examine this, in the article’s second half, UWEC public history graduate student and high-school teacher for the Eau Claire Area School District Shane Carlson shares his reflections on contributing to the archive as a student, strategies bringing JOTPY into his own teaching, and the results of elementary teachers also doing so in rural Wisconsin.
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Surviving, Learning, and Striving in the Times of Pandemic: Teaching With A Journal of the Plague Year: An Archive of COVID-19 (JOTPY)
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