History Made Me Do It

A New Course at LI Offers New Perspectives

When one thinks of geography class, one thinks of memorizing capitals, identifying regions on a map, and learning long lists of facts about cities, states, and countries. But this year, a new course in Lyndon Institutes’s Social Studies department—Culture and Geography—is taking the subject to a deeper level.

“Culture and Geography was really inspired by J Term,” said course instructor Marty Etter. Etter was brainstorming ideas for potential J Term classes—which by nature tend to be eclectic and off-the-beaten-path, and thought about designing a class around rivers, a subject that has always fascinated him. 

“We always say ‘history repeats itself,’ so I thought, why not look at how rivers impacted ancient culture and juxtapose it with how they do so today?”

The more Etter thought about the idea, the more excited he got about the thought of moving beyond just rivers and developing it into a full-year course.

“There are so many ways geography has influenced the development of culture throughout human history—and vice versa. It can be kind of a ‘the chicken or the egg’ question at times. And often, it’s a feedback loop, which is really interesting to study.

“I considered naming the class ‘History Made Me Do It’ because we spend a lot of time looking at the motivations behind major events in history—why did this group invade that country, for example?—and how they tie into peoples’ interactions with their environment. The title would probably work for a J Term class but for a year-long course, we needed something a little more serious. ‘Anthropogeography’ is the most accurate title but was a little too far at the other end of the spectrum. So we settled on ‘Culture and Geography’.”

A good part of the first semester focuses not only on rivers but mountain chains and other geographical features, examining places around the world where these elements influenced world events and the evolution of history, as well as how they continue to do so today.

“A lot of the course revolves around the idea of cause and effect,” Etter explained. “We examine the system of dams built in modern China and how those dams impact the lives of people who live downstream from them, such as in Vietnam. It’s easier for the students to make judgments about places far away. But then we look closer to home—what about out West, such as the Colorado River? It gets a little harder sometimes.”

The class is designed for juniors and seniors who are looking for something a little different from the normal social studies experience, something that moves beyond a particular timeline, and includes students with a range of backgrounds and abilities.

“By the time they reach the class, they’ve had at least two years of world history in either honors or general level and have a solid base of knowledge. It also helps that I’ve already had many of them in class their sophomore or junior year. This class gives us a chance to revisit themes and topics they might have touched on their previous years but in more depth.”

That the subject's wide parameters makes the class so open-ended is a feature not a bug for Etter, especially for a new course. 

“There are so many areas we could delve into sometimes it’s hard to know where to start. It can seem daunting at first, but it has allowed me to create a unique learning experience. We spend a lot of first semester exploring landscapes and their impact on culture. In the process we are building skills, drawing from all the proficiencies we use in Social Studies, especially learning how to use sources effectively and interpret evidence. I work in a lot of reflection, asking students to consider the implications of the evidence they uncover.”

The structure offers a lot of flexibility in terms of unit lengths. “A unit can last anywhere from one class period to ten or more depending on how interested the students seem and how far they want to go,” Etter said. “Sometimes a unit ends earlier than I thought it would; other times, something peaks their interest and we delve deeper.”

The flexibility also finds itself in the topics of study. Because the class isn’t locked into a particular timeline and is focused on developing core skills, there is wide room to roam. “I surveyed the students at the beginning of second semester to find out what kind of topics they were interested in and began developing units around their choices. It was exciting.”

Topics ranged from the Olympics to food production to tourism to the space race. The class spent time exploring money, examining everything from the symbols on different world-wide currencies to the global financial system to trade routes and exports. 

“We did a whole unit on Alaska. Its history of colonization, its modern economy, the potential impact of climate change on its industry and landscape, even its role in the Russian war on Ukraine where Russia recently made threats of reclaiming it as a territory.”

While the course is rooted in the world of Social Studies, it ends up being highly interdisciplinary, another trait Etter appreciates.

“I told my students that I love history because I love details, and a class like this really requires you to zoom in on a topic, something we don’t always have time to do in a traditional survey course. That means we often end up exploring all kinds of related fields in terms of our topics—technology, economics, ecology, religion, art. We study a lot of data and statistics. The kids are really good at looking at charts and graphs now!” he added with a laugh.

While Culture and Geography draws from the present and the past, it has its eye on the future. “We are very connected to the now, but we are also forward looking,” he said. Currently, students are exploring the history of urbanization, examining topics like economic growth to more local issues like Vermont’s Act 250. But they’re also studying cities of the future, researching six designs for futuristic cities planned for construction not only in the US but in China, Saudi Arabia, India, and Mexico.

“When we look at a particular topic, we try to not only see what has gone before or what is happening now, but what could happen. What should people do to build a better world? That’s where we try to end a unit.”

Senior Cassie Atete appreciates this aspect of the class. “I took Geography sophomore year at my other school. It was kind of boring—a lot more history. In some ways, I feel like this class is more about the future and what we think about it, which is refreshing,” she said.

As a boarding student from Rwanda, Atete appreciates the class for another reason. “Mr. Etter does a good job of making it diverse, teaching about things around the world and not just in America. I like the fact that my classmates are looking beyond their own country and seeing the bigger picture.”

Etter appreciates having Atete in class, as well. “A lot of times Mr. Etter will turn to me and ask how the particular aspect of culture is different in my own country and what our perspectives are, which I enjoy sharing.”

After brainstorming, making proposals, and undertaking peer review, each student in the class is picking a topic for their final project. Some are choosing an activity like hunting, others a place. Atete is focusing on Egypt, another country from her native continent of Africa.

“I’m looking at everything from the construction of the pyramids to the modern wars with Israel. I was able to visit the country as a child and it’s fascinated me ever since.”

Junior Carter Johns is another fan of the course. “I’ve always been interested in the history of armies, particularly in ancient Greece and Rome, so it’s been great learning how modern society and culture has been shaped by these kinds of things.”

Johns’s favorite unit this year was France. “We took a look at the French culture and how so much of it was influenced by its geography.”

A visiting mountaineer was another highlight for Johns. “Mr. Etter invited a friend of his to spend a day with us. He had spent a lot of time climbing in Nepal. He brought in a lot of his equipment and pictures, and we talked about the physical geography of the Himalayas and how it influenced the people he had spent time living with.”

Like Atete, Johns has also appreciated the open structure and student-choice aspect of the class, particularly in the final project. Johns is doing his research on McDonalds. “Looking at every aspect of it—its history, how it has impacted not just American culture but world culture. I’m studying the economic model it helped create and other related topics, from taxes to charity to politics.”

Johns had another motivation for picking the restaurant chain that has had such an impact on the modern world. “I actually will be working at McDonalds this summer, so I thought it might be interesting to learn more about the company.”

Social Studies department chair, Kathy Smith, is happy about the addition of Culture and Geography to the department’s curriculum.

“Social Studies as a subject covers such a wide range. Besides history, we offer classes like political science, sociology, and civics, so a course like this helps add to that variety. They start with geography early in their 9th grade year, briefly looking at the idea of the ‘luck’ of geography in terms of an individual’s or culture’s destiny, so Marty’s class offers a chance for students to come full circle and expand on many of those ideas.”

Etter is looking forward to offering the course next year. Already, he has changes in mind.

“I’ve got the bones of the course now. Moving forward, I’ll be thinking about what to add and what cut, which is always true for a new course. I expect that every few years I’ll need to redo parts of it anyway—so much is focused on the present, something that’s always changing and evolving.”