The second story in a three-part series chronicling student-led Middlebury Alternative Trips (MAlt) before the start of spring semester. In this Dispatch, twelve students spend a week at a struggling elementary and middle school in rural South Carolina.

Pencils and pens hit the floor.

A teacher yelled at her students.

A classroom door slammed shut.

Before the meltdown began at this small school in rural South Carolina, a sixth grader had raised her hand and asked a question.

“Miss,” she said to her teacher, “I don’t feel like I am learning anything by you just clicking through these slides. I am not understanding or learning anything from it.”

The science teacher responded by throwing down a handful of pencils and pens.

“If you want to learn science, teach it to yourself!” she yelled and stormed out of the classroom.

That was the welcome that twelve Middlebury  students received on their first day on site at the school. The shocked and fearful expressions that spread across the faces of the Middlebury students in no way compared to the reactions of the sixth graders, most of whom shrugged their shoulders, as if saying,

“This is normal…nothing really changes with her.”

What scared us was that it was abundantly clear that this was not the first time the children had been yelled at or walked out on. We had heard that teacher retention was a challenge at the school, something the administration struggled with. And the students? They didn’t have a voice.

This school has a history of threatened closure; it has long been seen as one of the worst elementary and middle schools in this rural county in northeastern South Carolina, an area best-known for tobacco farming. With only about 46 students being taught in the sixth, seventh, and eighth grades, school administrators have tried valiantly to meet the needs of their students, most of whom come from lower socio-economic backgrounds. After administrative changes and the addition of Teach for America instructors during the past few years, there has been a subtle shifts for the better in the school’s academic standing. A big issue that remains, though, is keeping those teachers who are having a positive influence—and working around those who aren’t.

When that science teacher walked out on our first day at the school, Stuart Green ’16 went to the front of the classroom and began to draw on a white board, sketching  diagrams. He asked students to come to the board to point out the answers to his questions; some  were encouraged to recreate the diagrams that he had drawn and erased.  Slowly, the energy level rose. Hands were raised. Answers were shouted out. Collectively, the class was signalling what that one brave young woman had voiced earlier: they wanted to learn.

On our final day in South Carolina, the students held a talent show, an impressive display of wit and candor and enthusiasm. At the end of the show, our MAlt was called to the stage. The sixth, seventh, and eighth graders had prepared something for us, something we did not expect. Every Middlebury Mentor was presented with a white mailbox, each containing  individual notes from every one of the students we had interacted with during the week. The messages varied though shared a common theme of appreciation:

“Thank you for coming.”

“You helped me a lot through the week.”

“I calmed down because of you.”

“Thank you for making everyone laugh and for having a fun time with us.”

At that moment, it was hard to tell if we had made a greater impression on them, or them on us.

On January 31, eleven Middlebury students—outfitted with cameras and field recorders—piled into a 15-passenger van and motored seven hours south to Bradford County, Pennsylvania, home to one of the most densely hydraulically fractured regions in the United States. Their week-long Middlebury Alternative Break (MAlt) Trip in Eastern Pennsylvania was structured as an opportunity to explore energy issues. It was a leap into the unfamiliar, an attempt to humanize the social, political, and environmental dimensions of natural gas extraction.

Two of the participants chronicled their experience.

The first thing we did when we rolled into Bradford County was scan the scenery for signs of hydraulic fracturing: the “frack” pads, the clear cuts of forest, the cesspools, the bulky rigs and power stations. Instead, we saw a community enduring what seemed to be the consequences of the natural gas industry’s “boom-bust” economy. We observed only vestiges of the gas companies: the occasional water truck, a frack pad, or pickup stained packed with pipeline, stained ink black. Landmen had already collected signatures from landowners’ to drill. Wells had been drilled, fracked, and re-fracked. For the lucky few, royalty checks, big or small, were streaming in. The traffic that accompanied the initial fracking boom had thinned. Local shops, hotels, and restaurants, once teeming with contractors, landscapers, and engineers, were emptied.

One of the authors, Zane Anthony, standing at an abandoned fracking site in Pennsylvania

We wondered where everyone had gone. (To the next fracturing sites outside the Marcellus Shale border, we would learn—to North Dakota or Oklahoma where communities were being zoned and primed for drilling, fracking, and extraction.)

It seemed that everyone we encountered had a story. One resident we met was Carol French, a lifelong dairy farmer and Bradford County resident, who along with fellow dairy farmer Carolyn Knapp, founded Pennsylvania Landowner Group for Awareness and Solutions (PLGAS) in 2008. PLGAS provides a forum for community resistance to unjust business practices by the gas industries in the region.

Carol told us that she had never considered herself an activist type. Then, she leased her land to Chesapeake Oil Corporation. Drilling began on her property, and her water turned to gelatin. She and her livestock developed rashes all over their bodies. Her adult daughter became sick multiple times and ultimately moved out of town. Carol sells her milk to many corporations, but she no longer drinks it herself. She said her community was now fraught with environmental health risks as a result of the industry’s unregulated, unrestrained efforts to extract.

Later in the week, we visited the office of the Bradford County Planning Commission. They told us the fracking industry has funneled wealth into the area and enabled farmers to sustain the economic viability of their livelihoods. We asked them about Carol’s and Carolyn’s claims. They said water contamination as a result of hydrofracking was not a prevalent issue, insisting the industry is safe. PLGAS and the Planning Commission’s stances on natural gas issues were fundamentally divided. We were in a dual reality.

We also encountered middle ground. We met with a man at the county’s conservation agency who considered fracking one of the most effective farmland conservation efforts he had ever witnessed. In the county, many of the farmers are elderly, and a farmer’s retirement is his land. We were told that royalties from the industry have allowed many farmers to remain on their land into retirement. Without this option, the conservation agency’s representative told us, developers would have purchased the land, subdivided it, and built “McMansions.”He also noted that the industry has encouraged people to break their conservation easements with the agency to allow for more fracking and paid for the resulting fines. It is not yet understood how fracking has impacted the land and its resources, he said.

We also interviewed a couple who leased their 200 acres at the height of the boom and today earn substantial income from royalties. With this money, they installed a geothermal heating system on their property. Other families, they noted, leased early on for a fraction of the price of those who waited long enough for higher royalties, which has resulted in a substantial wealth gap previously unseen in the area.

On the last night of our trip, we worried that once we returned to  Middlebury our memories of this place would fade, that we would forget that our lives are so deeply rooted in energy consumption, consumption that affects communities like this one in complex and permanent ways. But this concern didn’t last long. We had traveled to a seemingly foreign  jurisdiction to see first-hand the environmental and societal impact of natural gas extraction; when we left, we were determined that our experience wouldn’t be left behind.

Zane Anthony ’16.5 is a biology major from Annapolis, Maryland. Sophie Vaughan ’17 is an environmental studies major from Oakland, California.

This is the first Dispatch in a three-part series chronically student-led Middlebury Alternative Break Trips.

Student protesters at Middlebury in 1970.

Around 10 p.m. on January 22, the third Wednesday of winter term, Hanna Mahon ’13.5 and Kristina Johansson ’14 finally drew an end to their long day and waved good-bye to each other. In fewer than 12 hours, they’d be seeing each other again.

 But unlike other students around campus, who were following similar winter term routines, Mahon and Johansson’s relationship was different—they were co-teachers for a student-led course called A People’s History of Middlebury College.

Different from the other course offerings during winter term, A People’s History was conceived, created, and instructed entirely by the two students. And while student-led winter term courses date back to 1970— a year when Alan Agle ’70 and Barry Sullivan ’70 offered courses on computer systems and on Rousseau, respectively—they are not annual occurrences because they require a skill set and level of organization that not every student has or wants to employ.

Take that busy Wednesday, for instance. That day, the two instructors had arranged for a pair of guest speakers, Steve Early ’71 and Torie Osborn ’72, to offer an oral history of student protests at Middlebury in the ’60s and ’70s. Right after class, the eight students, their peer instructors, and the guest speakers headed to the Grille for a continued lunch discussion on activism. After a two-hour break, they reconvened at Wonnacott House for dinner with the course’s faculty adviser, Jonathan Miller-Lane, other alumni, and professors. A heated discussion at the dinner table was followed by a panel discussion, titled Middlebury in the 1960s: Student Resistance and Social Change, held in Dana Auditorium.

“This is a complicated, moving-parts course they’ve organized—guest speakers, the archives, this panel,” said Miller-Lane. “They are taking it very seriously and are deeply committed to it. I’ve been really grateful to see that happening, to see the quality of their thinking and the quality of their work.”

And while the schedule that Wednesday wasn’t exactly typical for the class—most days did not require five-plus-hours of attendance—the content of the day was representative of a class that “centered on marginalized voices and on periods of struggle” at Middlebury. It was, in the words of its creators, about the stories of buried or forgotten resistance and struggles of the students, faculty, and staff of the College during the past two centuries of its existence, episodes that contributed to Middlebury as it is today.

Mahon and Johansson started researching protest movements at Middlebury after returning from Occupy Wall Street in New York City in 2012. Mahon says that it was the first time she had thought about her place within a legacy of people who had tried to make changes at Middlebury. In the summer of 2013, she and Johansson applied for funding from the Center for Careers & Internships (CCI), stayed on campus to research and construct a history of struggles and resistance at Middlebury, and created an interactive Web museum with the findings. Soon after their project started, they believed that their endeavor was worthy of further investigation with a larger group of peers.

As an independent scholar with a focus on peace and justice studies and an educational studies minor, Mahon had heard about student-led classes and suggested to Johansson that they design a course. With the guidance of Miller-Lane they did just that, submitting an application in September 2013; two months later, the faculty curriculum committee approved their proposal and A People’s History of Middlebury College, STLD1006, was scheduled for winter term 2014.

According to Miller-Lane, teaching the class as an instructor constituted the praxis part of Mahon’s senior project, where theory and practice come together. “The course enables her to extend herself,” Miller-Lane said. “To take the study she’s done and organize the course around this idea is different from producing a product like a thesis. It requires effort to bring those pieces together.”

“Very often the professors’ courses will be on big-lens, broad-view social movements,” Miller-Lane added. “The course is unique in that it’s very specific to this institution. There are occasionally courses like that, but I don’t think this is filling a gap that is only fillable by student-led courses.”

Although alumni and professors with more experience teaching may instruct the same content as well as, if not better than, Mahon and Johansson, the democratic and dispersed power dynamic in the classroom has been appreciated by enrolled students.

“There is a more relaxed atmosphere in class,” said Kate McCreary ’15. “It seems that people are more likely to speak up about what they’re thinking without a professor in the room, particularly in a class that can be rather critical of Middlebury.”

Rebekah Moon ’15 agreed. “I think people have a tendency to be more candid about personal experiences that relate to the material or their honest opinion about a particular ideology or event if there isn’t an official authoritative figure around, which is really nice.”

Admittedly, Mahon and Johansson feared that their identity as students would compromise their student-teacher relationships, giving their peers an excuse not to take them seriously, but they found the opposite to be true. Because students and instructors were naturally around each other outside the classroom, they found that conversations from class spilled over to lunch tables and everyday life. Further, they discovered that their identity as peers made members of the course feel more, rather than less, accountable.

“Since this is my last semester here, I have a lot of social things going on in my life,” said Gregg Butler ’13.5. “If I had taken another class, I think I would have done a lot less work. Because they’ve created this communal feel to the class, I want to throw myself into these things and I don’t want to disappoint them.”

On January 29, the last Wednesday of the term, the class presented their work to the public in conjunction with an exhibit in the Davis Family Library. (The exhibit opened a week before the presentation.) Among the topics discussed: the treatment of racial and religious minority students by fraternities in the ’40s and ’50s; a LGBTQ group organizing on campus during the ’90s and the first decade of this century; the ways in which Middlebury students have “passed” as members of different identity groups throughout the ages; and the campus political climate during the invasions of Afghanistan and Iraq.

“If a protest, by definition, is an expression of objection or disapproval, I think some of the students’ projects represented their ‘objections’ or ‘protest’ to the official history of Middlebury,” Rebekah Irwin, director of Collections, Archives & Digital Scholarship, commented after the presentation. “The College’s written history is incomplete, and the students very actively (and exhaustively) worked to make additions and corrections to the College’s historical record.”

Sara Bachman ’13.5 agreed with Irwin and added, “I think the student-led class is a little bit of an active protest saying that we’re going take charge, we can do this too.”

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Besides the panel on student protests in the ’60s and ’70s mentioned at the beginning, and the Web museum on the resistance and struggles in our community that students are continuously adding to, Special Collections also mounted an exhibit drawn from the College Archives—A People’s History of Middlebury College: Student Resistance and Social Change, based on the course.