Program of Study

Participants will learn different ways of engaging students in the process of historical inquiry with primary and secondary source documents.
Participants will explore how to utilize historic site resources such as interpretive walking trails, living history exhibits, and museum collections in their existing curricula to meet relevant CCSS and C3 standards.
Participants will learn about the advantages and how to mitigate the challenges of historic place-based education.
Participants will understand how to tie local history topics to broader historical themes and contemporary social issues.
Participants will discover opportunities for team teaching “across” the curriculum with local history subjects and historical inquiry.
Participants will make lasting collegial relationships and pursue mutual peer mentoring partnerships within their workshop cohort.

How do the seemingly contradictory terms of “Freedom and Unity” relate to the Vermont experience during the late 1700s and to the contemporary Vermont experience?
How do different value systems contribute to social conflicts?
How do we identify the causes and effects of complex historical events?
How should we study and evaluate the past actions of a historical actor?
How can we learn about the everyday experiences of the ordinary person from the past?
What are the processes of historical and archaeological inquiry and how are they related?
How can teachers use place as a learning tool in their classes?
What can be learned by visiting historic sites?
What can we learn from primary and secondary source documents? How do researchers evaluate them?
Why are historic places important to us today?