The maxim “All Politics is Local,” has been accepted as a way to understand and explain political engagement. This panel makes the argument that “All History is Local!” Incorporating local and/or public history in the classroom engages students and creates connections to people and place. We have found that integrating local history projects into the classroom excites students to conduct historical research and engage with the past. Local history projects not only allow students see how the past directly affects their communities and themselves, it also lets them create papers, artifacts, archives and other projects that directly speak to the public.

This panel brings together people with experience in the K-12 education, community colleges and universities. Each panelist will present for fifteen minutes on how they have incorporated local history projects into their classrooms and the impact this had on students. This will leave thirty minutes for a robust discussion among the panelists and the audience on how to incorporate local projects into the classroom. The panel also demonstrates that local history can be done in all academic regions and settings. The first panelist will be Lauren M. Colley, University Cincinnati, who will introduce the theory behind the impact of local history in the classroom. Cacee Mabis, of the University of Southern Indiana, will introduce the ways in which local urban history can be explored by creating historic walking tours. Constanze Weise, University of East Tennessee, will demonstrate how working with local community partners can enhance student’s understanding of historical methods and illuminate the often-overlooked history of African American History in Appalachia. Finally, Jason Morgan, Collin College, will explain how he uses two local history assignments to engage student interest and build research skills using oral interviews and investigating the identity of those listed on the 1850 and 1860 Census Slave Schedules in Collin County. Each panelist brings local history into the classroom in different ways, which demonstrates the power that local history can have in the classroom.

We are excited to bring this important pedogeological tool to our colleagues and want to make sure that all participants leave with the recognition that they too can do local history in the classroom.