Developing Young Historians Through the Study of Local History

By Meg Mallory

Approaching the 250th anniversary of the signing of the Declaration of Independence, the public is invited to reflect on our nation’s past, honor the contributions of all Americans, and look towards the future that we want to create for generations to come. What history has been collected and shared? What stories exist but haven’t yet been unearthed? The "All in Vermont: put your history on the map" project is designed for young learners to contemplate these questions while encouraging them to develop their own questions in connection. 

If we desire younger generations to become actively engaged citizens, then we must create opportunities in which they can interact and connect with the past. What better way to facilitate this than through the history that exists in their own backyard? Studying history can offer valuable insights into how the past shapes the present. Vermont towns and cities also have their own unique histories – rich with stories of individuals and events that have helped to shape and define them. Like people, places evolve over time. By digging into local history, students better understand how traditions, cultures, values, and industry influence the places in which they live. It also may help them learn how it affects them personally, and others around them.

The “All in Vermont” project isn’t just about feeding Vermont kids facts. Local history has the potential to spark innate curiosity, and it helps children make sense of their immediate world. If you have been around young kids, you know that they naturally lean in and ask “why?” As kids grow older, we can still capture their natural curiosity rooted in the “why,” while urging them to drive into deeper understandings. The “All in Vermont” project is designed to be a dynamic exchange where children carefully listen to stories, observe photographs, handle objects, and read old journals. Providing time for children to investigate means that they can draw on their previous knowledge and understanding before leading into further inquiry. Teachers, who have developed relationships with their students, know just how to harness student interest and scaffold the inquiry process.

Ultimately, the hope is that kids find themselves going down metaphoric rabbit holes until they find a small piece of history that holds meaning and interest for them. The power that comes with students investing in their own work and research, packaging it through presentation, and sharing their expertise outside of the classroom is invaluable. Let’s shine light on student research, and student expertise on a sliver of Vermont history, by making it available on a publicly searchable ArcGIS map in various formats like short-form videos, interviews, and photographs with text. We hope that by studying local history students gain awareness of the contributions made by those from their own community, and that the “All in Vermont” project shows them that they, too, can leave a mark on their community. What a way to strengthen a sense of identity and pride!

Learning history is akin to a team sport. Anyone can go out onto the soccer field, pass a ball, and have fun. A coach, however, observes each player and personalizes training to optimize their performance by introducing them to skills and strategies that help players reach their goals. We want the students and teachers who participate in the “All in Vermont” project to meet their learning and instructional goals. The Vermont Historical Society (VHS) wants to provide coaches and coaching to all those involved with the project to feel supported and prepared.

How will we do that? VHS will create a comprehensive educator’s guide which will explain the nuts and bolts of the project. Project steps will be broken down into digestible chunks, ranging from choosing a topic to conducting historical research to selecting a presentation format. Further, the guide will be sectioned by grade bands because we know that what is age-appropriate for a first grader is not the same as that of an eleventh grader. Rubrics will be included and will be tied to the C3 Framework for the Social Studies State Standards.

Simultaneously, VHS will be supporting local historical societies, libraries, and area historians by writing a guide that will help them prepare to meet the needs of learners. It will offer insight into how best to assess and prepare their collections to make them accessible for student research. Guidance around site visits, object handling and activities best fit for different grades will be included.

Workshops will be offered to both groups in the fall of 2025, so that we can really dig into the project together - sharing ideas and charting a plan moving forward. We are looking forward to populating the map with Vermont’s known and unknown history in the year 2026! Consider this an invitation to “All in Vermont!”

The “All in Vermont: put your history on the map” project is a statewide, place-based project made possible in part by the United States National Park Service under assistance agreement to NEIWPCC in partnership with the Lake Champlain Basin Program. We are so thankful for our funders.

For more information about this project please contact Meg Mallory at outreach.educator@vermonthistory.org