&-~-------------------------e
USING
IJSING
HISTORIC
HTSTORIC ROOTS
§V-e
A
A Teacher)s
Teacber's Guide
By
E. COOPER
HISTORIC
HISTOruC ROOTS
Ann E. Cooper,
Cooper, Editor
Deborah P.
P. Clifford,
Clifford, Associate Editor
ADVISORY
Alr,rsonv BOARD
BoARD
Sally Anderson
Marianne Doe
Robert Lucenti
Meg Ostrum
Ostrum
Marshall True
Tiue
Nancy
Nanry Chard
Mary Leahy
Caroline L. Morse
Michael Sherman
Catherine Wood
Publication
Publication of Using Historic Roots was made
possible by grants from The Vermont Community
Foundation, the Vermont Council on the Humanities,
Humanities,
and the Vermont
Historical Society.
Sociew.
Vermont Historical
©1996
@1996 Historic Roots,
Roors, P.O. Box 1228
Middlebury, VT 05753
4i
-1
gr----------------------------------e
USING
USTXG HISTORIC
FIISTORIC ROOTS:
A
TEACHER'S GUIDE
ATE,ACI{ER'S
GUTDE
I
n this country
country history has had a bad
rap. All
AII too often people think of it as
rap.
as
dry lists of
of names and dates-stuff
dates-stuff to
memorize that has no relevance to the world
today. Some of this may be put down to poor
today.
teaching, but most of it is simply misconcepmisconception.
tron. Historic Roots'
Roofs' purpose is to introduce
introduce
new readers to history-in
historv-in this case Vermont
history-as a living subject that includes,
affects, and involves everyone:
everyone: everyone who
ever lived, everyone who is living now.
now
The magazine was designed, in form and
content, with adults in mind, but clearly
anyone can use it.
it. We hope it will stimulate
stimulate
historical awareness, develop readers' interest
historical
in the past and the present, and make them
aware of their interaction
interaction in the processes of
aware
continuity and change.
change. To be without
without such aa
sense of history
history is to be without
without a sense of
one's own place in the world, like finding
yourself
yourself in a forest with no distinguishing
distinguishing
features. You can't see the sun or the stars,
features.
and you have no idea of
how you got there or
ofhow
where "there" is.
is. You are isolated, without
without a
sense of connection to the rest of the world.
You, as teachers,
teachers, can enhance
enhance this sense of
connection and in some students perhaps
perhaps
stimulate a search for more knowledge
knowiedge about
what has
has come before.
Metaphor can be useful in creating a sense of
connection with history.
history. In the magazine we
have used a tree, with the present and the
beginnings of the future in the upper
branches and new growth.
growth. These are sustained by and nourished through
through the trunk,
which is fed and held, in turn, by roots deep
in the ground.
ground. You can also describe history
as paths through
through the woods, some wandering
off
off into the trees or petering out or ending
Ol
leading
abruptly
abruptly at rivers or cliffs, others leading
History can
eventually
now History
eventually to where we are now.
be viewed as a river, an ocean, a skyscraper, a
picture puzzle,
puzzle, anything
anlthing that creates interest
and helps mitigate the tendency
tendency to see history
as irrelevant
irrelevant and boring.
An organic
history that includes
organic view of history
everyone and everything will help your
students understand
understand that they too are a part of
history
history and have a history of
of their own.
Seeing
Seeing history
history as the context
context within which we
live our lives can help students open their
minds to new information and new perspectives, developing analytical
analytical and practical skills
as they explore their own connections
connections to the
past and to the present.
You don't need to be a historian or a history
teacher to make this happen.
happen. Your own love
of
imagination,
and your sense
imagination,
of learning,
learning, your
|ouf
of the possible, along with your interest in
people, are what brought
teaching and
brought you to teaching
are all you need to use Historic Roots
Roots effeceffectively.
Anything that piques
interest
students'interest
piques your students'
can be a gateway
gateway to historical interest and
^
awareness.
Roors is not a textbook; it
awareness. Historic Roots
is a place to start an exploration of the past
through articles on interesting
interesting and sometimes
offbeat subjects.
subjects. This manual is not a "how
to" book either.
either. We hope that by suggesting
activities and trains of thought
thought we will stimulate your own ideas and help you create your
own ways to reach your students, whether you
teach a class or tutor individuals.
There is almost nothing that is not grist for
the historic mill. You know what will interest
your students and what resources are available
available
in your towns. We hope you will use this
~-&
.
{/
)v
T
HI
TaR
RIl e
C
ROOTS
ROOTS
gr-----------------------------------e
booklet as
as the starting
starting point
point in creating
booklet
will engage
engage
enthusiasm and activities that
that will
your students and help them, by exploring
exploring the
your
history of
of whatever
whatever interests
interests them, to root
history
themselves more firmly in the present. The
themselves
"Rooting Around" section
section at the end of
of each
"Rooting
of the magazine
give you
you some
some
magazine will give
article of
Here are aa
think about
about this process. Ilere
ways to think
few more.
Two useful books, one specifically
specifically about
Tivo
Vermont, the other
other more generic,
generic, are Elaine
Vermont,
Helping }'Our Child
Child Leam
Learn
Wrisley Reed, HelpingYoar
History flVashington,
(Washington, DC:
DC: US Departrnent
Department of
History
Office of
of Educational
Educational Research
Research
Education, Office
and Development, 1993), available from the
Department of
of Education
Education and from the
US Departrnent
National Council
Council for History
History Education, Inc.,
26915 Westwood Road, Suite B-2, Westlake,
Wesdake,
Ohio 44145-4656;
44145 -4656; and Gregory
Gregory Sharrow, ed.,
People: A Muhiatharnl
Multicultural
Many Cultures,
Cuhureg One People:
for uachers
Handbook about
Wrmontfor
Teacherc
about Vermont
(Middlebury Vf:
(Middlebury,
VT: The Vermont
Vermont Folklife
Center,
written for people
Centeq 1992). Both were written
dealing
but the concepts
dealing with children, but
concepts they
use and the activities they suggest are good
ways to start thinking about creating
creating historical awareness and connection in adults as
as
well.
well. Both contain detailed bibliographies.
The activities in thi manual are organizedinto three ections: Bringing the
Past imo the Pre nt· sing Map and
Graphics to make Hi tory Live' and
Thinking ab ut History. All contain
s me f the ame eJ ments all use
different skill . You can use them as is or
can cr ate yom own. It is important
though, that they not be done in a
vacuum, that there be orne kind of
reinforcement throuO'h written assignments, di cussion, drawing that will
directly in olve and intrigue your
tuden . orne of the acti"itie can be
done in the clas room; for others where
practical,
u may want to suggest a
field trip to ites of interest or the local
library.
-&
c9-
2
A
TE~
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'S s
G
U IDE
GUIDE
.§}-----------------------------"(t
Photographs
Photogrophs can also make the past
of your
immediate, particularly
particularly photographs of
own community.
community. Most town libraries and
historical
fuk
historical societies
societies have good collections.
collections. Ask
your students to point out or find out what
has
photographs were
has changed since the photographs
taken.
taken. What has stayed the same?
same? What can
they tell from the photographs about the ways
life then was different from life now?
now? Even
looking at car makes and models can lead to a
discussion about methods of transportation
transportation
and how developing technology has changed
changed
not just the way we travel but the way we live.
BRINGING
THE PAST
BRNGNGTHEP,IST
INTO
NTo THE PRESENT
PnEspNT
activity uses materials found
This kind of activity
locally to encourage a sense of history
history as
as a
flow of change and continuity within the
nation, the community,
communiry and one's o\vn
own family.
It also helps develop interpretive
interpretive and analytical skills and can stimulate interest in learning
more about the past.
Use of
of Old Obiects
Use
Obiecls
Nmost anything old will
Almost
u'ill do:
do: old coins, old
photographs, pictures
old flags,
pictures of
ofold
flags, old clothing, old kitchens, old vehicles.
o
E
f
For Instance:
=
5
a
Thke an old coin-a
Take
coin-a "wheat" penny, a preRoosevelt dime, 1941 pennies, old nickels and
quarters.
quarters. First help the students figure out
is. Is it younger or older than
how old it is.
If younger, then ask them how old they
they?
they? If
were when it was made.
made. Can they tell you
something that occurred
occurred in their life around
the time the coin was minted-about family
or siblings or where they lived?
lived? What or who
is pictured on the coin?
coin? Why? What are the
differences or similarities between these old
coins and newer ones?
E
o
n
E
o
o
.E
9
(.)
o
q
s
o
E
Flogs are a vivid means of creating awareness
Flags
awareness
of the country's
country's growth and change.
change. See if
if
you can find a picture of an old flag-any
flag-any flag
before there were
were 50 states-pictures
states-pictures of
of flags
in World
World War II, for instance. What do the
stars and stripes mean?
mean? How
F{ow many states
were in the union when that flag was used?
Which states hadn't been admitted yet?
When did they come in?
in? How do states come
into the union?
union? When did Vermont?
Vermont? An
interested student
interested
student might branch out from
such an exercise and want to learn more about
earlier flags or the Revolution, or might want
to go to the library to find and/or draw
pictures of the different
different flags we have had in
pictures
our history.
Because they
photograntoue at all while the pbotogratbey could not move
pher took the
tbe woman
lt)lman look as
tbe picture, the man and the
stiffand
We don't
stiff and cold as the man
man's wooden hand.
hand. TVe
know who they
picture was
tbey are or exactly when
wben the
tbe pictut'e
taken, but there is a lot to
picture.
to think
tbis picture.
tbink about in this
What can we tell about these
people? They are in a
these people?
studio. She is very
young. He has only one hand.
uerl young.
Their
Tbeir clothes tell us
as the picture was taken in the
tbe 1890s.
1890s.
It
h is what
wbat we don't know that makes it so
so interesting.
Who
Wbo are they?
tbey? Where did they
tbel live?
liue? Why
Wy were they
having
bauing their
their picture taken? What else
else did
d,id they do
do that
tbat
day? And what on earth
eanh happened to his hand?
s
~--------------------------------@
3
ING
HISTORIC
ROOTS
.§)-------------------------------------~
The
The Community
Fonily
Gommunity and
ond the
the Family
Use
IJse your community
community resources.
resources . Ask
fuk your
students to go look at old
buildings in
old buildings
town.
town. Help them to find out when were they
built,
built, out of
of what material,
material, and by whom?
What were they used for?
for? Has
llas the use
changed?
changed? The appearance? What do local
monuments
ploques commemorate?
monumenfs and plaques
Encourage
students-or,
if possible and
Encourage
desirable, take them-to
them-to visit local archeoorcheo'
logical
logicol sites.
sites. Why do people dig for
history? What happened at this place?
place? What
has
has been found?
found? What do we learn from this
site?
site? Why
Why is it important?
important? What other
things have people learned from archeology?
You might want to tell them about the discovery of
of Troy
Tloy or about the Indian ruins found
under New
New York City skyscrapers.
Photographs of
of people and
and building interiors
Photographs
sense of change
can also elicit a sense
change and continuity, helping students who are interested
interested and
able to start to draw conclusions about how
was lived in a different era.
life was
era. What limitations do long dresses put on women?
women? What
must they have felt like in the summer?
summer?
What does not having electricity
electricity mean, not
just in terms of cooking and lighting, but in
communication and entertainmentterms of communication
entertainmentno phones, no movies, no television?
television? Students might find it interesting
interesting to compare
what it takes to prepare a meal in a fireplace
or on a woodstove with the same process
appliances. Students who
using more modern appliances.
use woodstoves for cooking and for heat
if you present it carefully, be
might, if
be able to
establish an immediate connection with the
realities of life as their ancestors lived it.
aisual way to trace
Family trees are a good visual
family
trace family
bistory. (See page 7.)
history.
Asa m. Eliza
Eliza
Clark
Allen
I 8l 6-l 872 1822-1889
1816-1872
I 822-r 889
Luther Clark
Luther
r 850-l 9r 4
1850-1914
m.
John m. Fanny
Wells Kimball
1819-1860
1836-1891
r 8r 9-r 860
I 836-l 891
Maurice m. Doris
Giroux
Smith
1840-1864
1844-1866
r 840.1 864
I 844-r 866
Harriet
Harriet Wells
1854-1939
I 854-l 939
William Giroux
1863-1930
I 853-r 930
m.
James
James Clark
1886-1959
I 886-r 959
Janet
Jonet Clark
Clork m.
m.
1933r 933-
Cynthia
Cynthia m.
m. John
Williams
Williams Stewart
Stewart
I 96019601959I 959-
Stephen m.
m. Carolln
Carolyn
Stephen
Williams
Williams
Peterson
19651963I 965I 963-
1963I 963-
r
Stewart
Stewart
David
David
Williams
\44lliams
9861986-
I 989-
1989-
I 990-
1990-
Janet Clark's Family Tree
4
4
Mary
M^ry Collins
Collins
1864-1953
186 4-l 953
David Williams
Williams
1930I 930-
Joanne
Joanne
Stewart
Stewart
r
m.
m.
Margaret
Margaret Giroux
1893-1989
I 893-l 989
J ames \A/illiams
Williams
James
John
m.
Joseph
Ann
Joseph m.
Collins
Lynch
1831-1892
1835-1875
r 835-r 875
I 831-l 892
Asa
fua
Williams
Williams
I1993993-
Eliza
Eliza
Williams
Williams
I1995995-
ATE
A
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II
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5
G u
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§Y-----------------------------------e
Local
Locql historical
historicol societies and
ond museums are rich sources of artifacts and information.
mation. If
If one is near you, perhaps
perhaps you could
visit it with your students or encourage them
to go and report
report back on what caught their
If not,
eye.
eye. If
not, public libraries often have good
local history sections and ex..~ibits
exhibits that would
(I'/ermont)
serve as well. The Hardwick (Vermont)
Historical Society recently mounted an
exhibition of its collection
collection of old photographs
photographs
for which school children did all the research.
Might your historical society be interested
interested in
a similar project using your students to do the
necessary investigations?
investi gations ?
Maps,
Mops, in addition to their obvious practical
use in finding one's way around, can help
establish a geographical
context for students'
geographical context
lives.
lives. You may
may want to use
use maps to locate
your town, the town(s) where relatives live,
the place(s) students'
families came from.
students'families
museums
You can also use maps to locate the museums
and other places mentioned in articles in
Historic
Historic Roots.
Roots.
It
It is important to explain and demonstrate
demonstrate
maps. Compare
Compare a
scale when working with maps.
large road map of
of the state to the maps
Vermont on
page 6.
showing
onpage
6. What's the
showingVermont
difference?
your students can find
difference? See if
ifyour
Vermont on a globe or on a map of the
hemisphere.
hemisphere. Discuss
Discuss what kind of
of scale they
would have to use if
if they were making a map
of the room or the town or the way to where
they live.
Holidoys are good times for historical
Holidays
historical
inquiry. What does the holiday commemoinquiry.
F{ow is it celebrated?
rate? How
celebrated? Who celebrates
celebrates
it? Students in Bennington
it?
Bennington County
County might be
interested to know, on Bennington
interested
Bennington Battle
Day, that the battle itself
itself actually
actually took place
somewhere else.
else. They might want to
ro learn
more about the part played by Vermont
Vermont in the
American Revolution.
Revolution. Columbus Day can
stimulate discussion
discussion not just of the age of
exploration but of the anger it creates in some
blacks and Native
Native Americans.
scale can lead into one of
A discussion of
ofscale
distance.
distance. How far away is the Shelburne
Museum, which is featured in the first issue of
Historic
Historic Roots?
Roots? How would they get there?
How far
far away
away are
are the towns where students'
families live, the places from which they
came?
came? What would be the best route there
now?
now? How
FIow long would it take?
take? How long
would it have taken in the past-by
past-by horse, on
foot, by train, by bicycle, even by earlier car?
foot,
Family
Fcmily History
Their own background
bqckground can help some
students develop an interest in the past.
Where did their family come from?
from? When?
Why? Do your students have photographs of
grandparents? Any baptismal
their parents or grandparents?
certificates, old clothing, family artifacts?
certificates,
artifacts?
Look at these together,
together, if
if possible, helping
students see how much historical information
they contain.
contain.
timeline is an interesting
A timeline
interesting way to map a
student's life-or
life-or part of it.
it. The one on pages
8 and 9 shows important dates in Arthur
Jones'
life along with
of what was
with some of
Jones'life
happening
happening in the larger
larger world at the time. It
It
is not necessary to pick events of global or
cosmic importance for a timeline-Joe
timeline-Joe
Dimaggio's hitting
w,
hining streak,
streak, the first color tv,
the first landing on the moon,
anything
your
moon,
student
student is interested
interested in will help put his/her
life in the context of the times. A look at who
president might also help widen perspecwas president
tive and stimulate interest in the wider world.
MAPs
MAPS AND GRAPHICS
GnepHICS
Some students respond more positively to
graphics than to words.
words. We have already
talked about the uses of photographs. Maps
and timelines and, in some cases,
cases, family trees
can also stimulate discussion and sharpen
sharpen
skills.
'--------------------------------~--@
5
USING
USING
HISTORIC
HISTORIC
ROOTS
ROOTS
(ounly
Vermont
Vermonl by
by County
Maps like these
provide a
tbese proaide
good demonstration ofscale
of scale
as well as
as some
sonr.e idea of
Vermont's
Wrmont's size.
size. (Reprinted
by permission of
of the
Vermont
Vermont Folklife Center,
Centeq
Middlebury, VT)
(onodo, The
The US,
Canada,
US, Central
Cenlrol America
Americo
PA£.IFIc.. OC€AIV
AHA4ol
.soUTH
,.9uTH AHEPJcA
6
,S
u r
D
E
ll-IINKING
ABOUT
TrrnxwcABOUT
HISTORY
Flrsronv
The following books are helpful
helpful in creating
timelines; hopefully
hopefully at least one of them will
timelines;
be in your public library.
It
It is important to be able to see history as the
context of
of our own lives.
lives. We have already
seen how old photographs, old objects and
structures, and maps and graphics can create aa
sense of connection with the past and stimulate analytical
analltical thought.
thought. They can also create
interest in learning more about those times.
Ceren, The Timetables
Bernard Ceren,
Timetnbles ofHistory
of History
(f{ewark Simon & Schuster,
(Newark:
1963).
Schusteq
Cottrel, Events:
Philip L. Cottrel,
Euents: A
A Chronicle of
the Twentieth Century
(f{.* York: Oxford
the
Century (New
University Press,
Press, 1992).
William L. Langer, ed.,
ed., An Encyclopedia of
(London: George G.
World History
History (London:
UlOrld
Harrap, 1972). This has wonderful
wonderful family
trees also, some going on for pages.
For some students a newspaper picture
showing the
VJ Day celebration
th"-VJ
celebration in Rutland
might provoke questions about World
World War II.
What was it about?
about? When did it happen?
Who were the Allies?
Allies? Who
\41ho were the Axis?
What can they tell from just this knowledge
knowledge
about how the world has changed?
changed? Who are
our friends now?
now? Who our "enemies"?
"enemies"? What
makes another country
country a friend or an opponent? A movie about Robin Hood or Babe
nent?
Ruth or
JFK might open other avenues of
orJFK
inquiry. Keep your eye on the local television
inquiry.
listings.
Tlager, The People's Chronology:
James
Chronologt:
James Trager,
A Year-byYear-by-Year
A
Year Record
Record ofHuman
of Human Events
Eaents
Prehistl?)t
Prehistory
to
the
Present
(New
from
t0
Present
from
C.I"York: Henry Holt,
York:
Holt, 1992).
1992).
Wettran, The New York Public
Bruce Wettran,
Pablic
(I.{e*
Library Book of
of Chronologies
Chronologies (New
York Stonesong Press,
York:
Press, 1990).
1990). This is
organized
organized by subject.
subject.
Students who are interested and able may
want to move from the concrete to the more
abstract, from stories of events and descriptions of
of past life to questions of
of how we know
what we know.
know What causes change?
change? Are
change and progress the same thing?
thing? How do
we know what "really" happened?
For students with knowledge of or interest
interesr in
history a family
family history,
fomily tree
free is a good
visual way of tracing the past-raising
past-raising questions while eliciting information.
information. Page 8 of
the May 1995 issue of
of Historic
Historic Roots
Roots has aa
four-generation family
family tree with
Janet Clark
four-generation
withJanet
at the head.
head. The family tree on page
page 4 of this
guide shows six generations of her family.
The question of
of historic truth is an important
one that goes beyond the geographical
geographical
location
location of a battle.
battle. How do
do we learn what
happened?
happened? How "true" is history?
How far back can your students go with any
family? What happens if
part of their family?
if instead
of starting with themselves
at
the
top
they
themselves
start with their oldest known ancestor(s)?
Younger students may find themselves at the
Younger
bottom of such a tree, older ones in the
leading perhaps
middle, leading
perhaps to discussion about
generations and maybe even about the comgenerations
plexities of cousinly
plexities
cousinly relationships.
relationships.
l-
G
One morning in a high school history class,
the teacher announced a pop quiz and asked
the class to take out pencils and paper.
paper. At
that moment another student
walked
in and,
student
when asked why he was late, created such aa
scene that the teacher told him to leave.
leave. As
soon he had gone the teacher asked the rest of
the class to write a description of
of what had
just happened.
happened. The argument
had
been
argument
staged, and the students learned from their
~
__@
7
USING
USING
HISTORIC
HISTORIC
ROOTS
ROOTS
Mon walks
wolks on
on President
Man
"(heers" "World
"World Series"
Presidenl "Cheers"
Series" Gulf
Gulf
fie moon
moon for
for Nixon
the
Nixon resigns
begins
earthquake
War
resigns
begins run
run on
on
earlhquoke in
in
Wor
the first
first time
time
the
television
tilevision Son
Son Francisco
Fioncisro
----1969----1974----1982---_1989
I 969-1974-1982-1
989-
-
Born to
lo Mary
Mory Born
Born
Born
ond Bill
Bill Jones
Jones Fire
and
Fire
1990
| 99O-
Dod
Dod dies
Bu$er
dies Marry
Mony Buster
born
Move
Suzanne
Move to
to
Suzonne born
Wolerbury Dudos
Waterbury
Dutlos
Rodney
Rodney King
King Grateful
Groteful
riots
in
l.A.
riots in L.A. Dead
Deod come
come to
lo
Vermont
Floods
Floods in
in
Vermonl
Montpelier
Montpelier
1992
1992
1994
Start
Stort ABE
ABE
Solly
born
__
Timeline for Arthur Jones
widely differing reported versions that even
eyewitnesses to an event have difficulty
difficulty in
agreeing on exactly what happened, that
because their own perspective influences what
see and how they report it, even eyewitthey see
ness reports of an event are to some extent
unreliable.
A
A timeline ofArthur
of Artbur Jones'
to date.
date. Timelines help
Jones' life to
students connect
liaes to
cznnect their
tbeir lives
to what
wbat is happening
elsewhere--to
elsew h ere--to history.
h istoty.
This is an important concept, even for students who are just beginning
beginning to turn
rurn to the
entertainment and knowlwritten word for entertainment
edge, and one that is best learned through
If you are teaching
demonstration. If
teaching a class, as
as
opposed to tutoring
tutoring an individual,
opposed
individual, and do not
wish to stage an event, you might ask the
students to watch a certain program on
television, write down a brief
television,
brief account
accounr of
of it,
and then compare the accounts in class.
class. The
quality of
of writing is not important;
quality
important; the
content is what matters. Reports written
written
directly after an event, uninfluenced by
others' views, are best for this purpose, as
others'
as
they limit the inclination to be influenced by
someone else's point of
view. It can also be
of view.
instructive
instructive to ask students to report on the
same event some time later and see how time,
as well as perspective, alters memory.
memory.
Finally, students themselves are a good source
of historical
historicol memory. Conversations
Conversations with
someone
someone much older or someone
someone from aa
different country
country or culture can bring students new
outlooks as well
neu-outlooks
v'ell as new knowledge.
knowledge.
So can looking back on their own lives and
writing
v'riting or telling about an
an event that was
meaningful to them.
them. Such exercises call upon
all of
of the skills we have highlighted here and
can provide new avenues for insight
insight and
exploration.
Some students find the idea that there is no
absolute historical
historical truth beyond such things
rulers difficult to accept, but for
others
others such a notion can provide an opportunity
nity to go beyond
beyond fact and deal with the
concepts of
of abstraction
abstraction and interpretation.
interpretation.
Learning
Learning the influence of
of individual perspective on historical
historical memory
memory and interpretation
interpretation
as dates and
can also create connection by making students aware of how their own actions impact
on the lives of others-friends, family,
family, the
community.
We hope you will encourage students to write
down
down what and how they learn about
about themselves, their families, their community
community and to
make maps and timelines that help create a
stronger awareness of
of who and where they are
context of
family history
in the context
history and the
of their family
community's. We hope to be able to publish
community's.
some of
of these in future issues of
of Historic Roots,
Roots,
history of
of Vermont,
Vermont, like all of
of history,
history,
for the history
amalgam. It is the story of
of everything
everything
is an amalgam.
that has happened to everyone who has lived
here. We don't
don't know it all; we can't.
can't. But
here.
bit we do know adds to and enriches the
every bit
whole. By
By encouraging
encouraging your students to write
whole.
as well as for themselves,
themselves, you
to and for us, as
will
help
expand
their
horizons
and ours.
ours.
will
expand
~----------------------------------@
I
Design: Lama McCurdy
VI
helbume, VT
Tree
Tree lilu 'tration: Bonnje Christensen, Bakersfield,
VT
rsfield, VL
Printin
Printing: Heritage Copy Center, South Burlington,
VT
lington, VI
Printed on recycled paper.