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Clayton Middle School students present Salem witch‑trials documentary to state board, describe research and collaboration
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Summary
Four middle‑school students from Clayton Middle School described their National History Day documentary on the Salem witch trials and told the Utah State Board of Education how the project developed students’ research, writing and collaboration skills; the students advanced to the national contest in Washington, D.C.
Wendy Rex Atsett, K–12 initiatives coordinator for the Utah Historical Society and state director for National History Day in Utah, told the Utah State Board of Education that more than 5,000 Utah students participate in National History Day each year and that roughly 500 advance to state contest with about 60 reaching nationals.
Atsett introduced student presenters Ada, Ella, Sylvie and Riley from Shannon Herbert’s class at Clayton Middle School (Salt Lake School District). A student presenter described the group’s documentary on the Salem witch trials and explained how the team connected the 1692–1693 trials to later legal developments, including the dismantling of the court that relied on spectral evidence and links to early Massachusetts constitutional practice.
The students said the research process required them to analyze primary documents, compose an annotated bibliography, divide tasks and respond to judges’ questions. One presenter said the group had considered many topics — including the Renaissance and women’s suffrage — before choosing the Salem witch trials because the students wanted a distinctive thesis that emphasized political and legal consequences rather than only social hysteria.
Board members commended the students’ poise and emphasized durable skills tied to the project. Member Reel described the presentation as “really cool” and praised the students’ enthusiasm; Member Lear, who said she represents the students’ area, praised the students’ linkage from the trials to the need for hard evidence in courts. Superintendent Dixon described the students’ work as an exemplar of deep classroom study and literacy development.
The board did not take formal action; the segment was presented as an education highlight and included time for board member questions and recognition of parents and teachers.
