Lessons about China’s Terracotta Army could appeal to teachers

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Author and retired teacher Terry Lee Marzell and her husband, Hal Marzell, travelled to Xian, China, in 2026 to visit the archeological site of the Terracotta Army, a UNESCO World Heritage site. Photo credit: Terry Lee Marzell

Many educators agree that travel, in addition to being fun and intellectually stimulating, is one of the most meaningful learning opportunities available. When my husband, Hal, and I were fortunate enough to visit China last month, and there we learned what a magnificent country it is. During our tour, we were scheduled to visit Xian, and the archeological site of the world-famous Terracotta Warriors. Our local guide, Miki, explained that three pits had been discovered, and all were currently under excavation. This work has been ongoing since 1974, when the terracotta warriors were accidentally discovered by local farmers in the process of digging a new well. The archeological dig was declared a UNESCO World Heritage site in 1987.

The archeological dig includes a collection of nearly 8,000 life-sized human soldiers buried in the tomb of the conqueror Qin Shi Huang, the first emperor of China. The statues—each one individualized—were created in 210–209 BCE to protect the emperor in his afterlife. In addition to the human figures, terracotta horses and chariots were also created, and the entire collection reflects the military power of the Qin Dynasty.

Once we entered the structure surrounding Pit #3, we saw that a viewing platform had been built above and around the excavation. A viewing platform had been constructed so visitors could get a better view of the ancient warriors, standing majestically at attention. In addition, we saw several clay chariots and the horses used to draw them, all of them life-sized and created with minute detail. The tableau assembled below us truly resembled an actual army encampment.

These figures were largely intact, even though many of the sculptures had been badly damaged by tomb-raiders following the death of Qin Shi Huang. In a rage they raided the former emperor’s tomb to scavenge for weapons—bronze swords, axes, spearheads—wielded by the terracotta army, smashing the clay soldiers as they went. Like a gigantic and intricate jigsaw puzzle, the fragments have been carefully pieced back together. Today, a team of archeologists continues to painstakingly excavate, label, re-assemble, and photograph each unearthed figure, and then return them to their original positions.

Next, we proceeded on to Pit #2. Here the dig had not progressed as far as at Pit #3; the progress looked mostly like a series of large mounds. But we did see an area where the archeologists currently conduct their work.

Finally, we made our way over to Pit #1, the most amazing of the three digs. Legions of terracotta warriors were lined up, standing side-by-side as if at attention during a military inspection. Miki led us along the length of the oval platform, where we saw more of the archeologists’ ongoing work. We saw several figures in varying states of reconstruction. Some of them were missing sections, indicative of an, as yet, incomplete jigsaw. But we could also see that each clay soldier wore a unique face, and some of them even displayed distinctly African facial features. How, I wondered, did African soldiers become members of this grand army, so far from their home continent? We spent a half hour or so examining the statues and the site that served for centuries as their home, and then our tour was concluded.

Lessons about the history of the Terracotta Army would likely be of interest to any teacher developing a curriculum for a World History class. In addition, Art teachers might want to ask their students to study the art of creating figurines in clay. Almost certainly, though, it would not be easy for an American classroom teacher to escort a group of students to Xian. But the government of China maintains an excellent website with information and photographs of the dig. You can access that website at Terracotta Warriors Museum.

 

Teacher Mona Lee Brock: “The Angel on the End of the Line”

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Teacher and guidance counselor Mona Lee Brock of Oklahoma. She was often called “The Angel on the End of the Line.” Photo credit: The New York Times

I love to share stories about teachers who go above and beyond, not only for their students, but also for their families. One of these is Mona Lee Brock from Oklahoma, who dedicated her considerable energy to helping suicidal farmers in her home state. In fact, she was often called “The Angel on the End of the Line.”

Mona was born in Madill, Oklahoma, on Jan. 1, 1932. She was one of eight children. As a youngster, she attended Kingston High School. As a young woman, she attended Southeastern State College. There she earned her Bachelor’s degree in Education in 1964. She completed the requirements for her Master’s degree in Education from the University of Oklahoma in 1967.

Once she earned her degrees, Mona accepted a position as a teacher in the Moore Public School System in Oklahoma. She also served as a guidance counselor and the school’s principal.

During the 1980’s, farmers in her home state and elsewhere in the country were hit hard by droughts, high production costs, low prices, bad loans, and a Russian embargo on grains. The struggle to survive these conditions caused many farmers to commit suicide. To combat this tragedy, Mona personally manned a suicide prevention hotline, which she ran 24 hours a day, 7 days a week. That’s how she earned her nickname, “The Angel on the End of the Line.” Her work was noticed by musician Willie Nelson, who contributed money to her cause. He was also motivated to launch his Farm Aid campaign, which raised over $50 million to help struggling farmers.

This amazing Chalkboard Champion succumbed to congestive heart failure on March 19, 2019. You can learn more about Mona Lee Brock through her obituary at the New York Times.

Michelle Roundy named Wyoming’s 2026 State Teacher of the Year

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English teacher Michelle Roundy of Jacksonville, Wyoming, has been named her state’s 2026 Teacher of the Year. Photo credit: CCSSO NTOY

There are many outstanding teachers working in American classrooms, and there are times when one of them may be singled out for special recognition. One of these is Michelle Roundy, an English teacher from Wyoming who was named her state’s 2026 Teacher of the Year.

Michelle Roundy teaches courses in English 10, Advanced Placement (AP) Preparation 10, and AP Literature and Composition at Jackson Hole High School in Jackson Hole, Wyoming.

She also serves as an instructional coach there, supporting teachers in meeting the needs of the school’s diverse learners.

Michelle says her approach to teaching has been grounded in building relationships and trust over the years. She always has genuine interest in her students, she declares, and makes sure they know she cares about them and their success.

“There is something magically compelling about being in a room with 25 students as they learn, holding space for them as they navigate failure and championing them as they achieve success,” asserts Michelle. “It’s like being a part of an orchestra, and although I am responsible for guiding them as they learn, it is their individual and collective engagement that ultimately creates this relational harmony, one in which all time stops and the only thing that matters is the relationships in the room,” she concludes.

Michelle earned her Bachelor’s degree, cum laude, in Liberal Studies with an emphasis in Humanities and a minor in Spanish from Oregon State University in 2006. In 2010, she earned her Master’s in Teaching with a focus on English and Humanities at the same institution, where she was recognized with the Distinguished Student Award. She is also National Board Certified. Her career as an educator spans 18 years, 16 of them at Jackson Hole High School.

Margaret Hamilton, Oz’s Wicked Witch of the West, was once a kindergarten teacher

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Margaret Hamilton

Margaret Hamilton, a former kindergarten teacher, frightened generations of children when she played the Wicked Witch of the West in Hollywood’s 1939 production of The Wizard of Oz. Photo credit: Public Domain

Not many people would recognize the name or photograph of actress Margaret Hamilton, but just about everyone knows the iconic movie role she played. Bedecked in green make-up and a black pointed hat, this pleasant face was the Wicked Witch of the West in MGM’s 1939 version of The Wizard of Oz.

Margaret was born December 9, 1902, in Cleveland, Ohio. She was the fourth child of Walter and Mary Jane (Adams)  Hamilton. At an early age, Margaret was determined to make a career for herself in the theater. However, her parents insisted she get a college degree, so Margaret attended Wheelock College in Boston, Massachusetts. The institution was founded by Lucy Wheelock in 1888, and was known as Miss Wheelock’s Kindergarten Training School. The school offered undergraduate and graduate programs intended to improve the quality of early childhood education. In 2018, the college became part of Boston University’s School of Education.

It’s ironic that this very sweet and loving former kindergarten teacher is best known for her frightful disposition and her villainous behaviors, not to mention for scaring the daylights out of generations of little children. When asked about her role in The Wizard of Oz, the former teacher often said her greatest fear was that her monstrous film role would give young people a false impression of her true nature. The reality is that Margaret Hamilton cared deeply about children, and she was a lifelong advocate for educational causes, devoting much of her energy and money to benefit causes that improved the lives of children and animals. She served on the Beverly Hills Board of Education from 1948 to 1951, and she also taught Sunday school during the 1950s.

This amazing Chalkboard Champion passed away of a heart attack on May 16, 1985, at the age of 83. Her ashes were scattered in Amenia, New York.