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Funded Projects Query Form
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Program: Landmarks of American History*
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BH-250789-16

Eastern Washington University (Cheney, WA 99004-1619)
Dorothy Zeisler-Vralsted (Project Director: February 2016 to May 2018)
Grand Coulee Dam: The Intersection of Modernity and Indigenous Cultures

Two one-week workshops for seventy-two schoolteachers on the construction and impact of the Grand Coulee Dam.

Eastern Washington University, in collaboration with the UNESCO Chair of Environmental History, the Colville Tribal Museum, the Kettle Falls Historical Center, and the Grand Coulee Dam Visitor's Center, is proposing two one-week workshops for teachers of grades 6-12. The workshops, "The Grand Coulee Dam: The Intersection of Modernity and Indigenous Cultures," offer a close examination of modernization and its impact upon the indigenous peoples in the first half of the 20th Century. This examination will be accomplished through a case study of the construction of Grand Coulee Dam and its subsequent effects upon eastern Washington tribes. Building upon the case study will be examples of modernization in the global context offering content in several disciplines. The project will be directed by Dr. Dorothy Zeisler-Vralsted, EWU Professor of Government, and Dr. David Pietz, UNESCO Chair, who are responsible for recruitment, selection, and workshop logistics and curriculum.

Project fields:
Native American Studies; Social Sciences, General; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,713 (approved)
$170,434 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-267057-19

Eastern Washington University (Cheney, WA 99004-1619)
Dorothy Zeisler-Vralsted (Project Director: February 2019 to present)
David Allen Pietz (Co Project Director: August 2019 to present)
Grand Coulee Dam: The Intersection of Modernity and Indigenous Cultures

Two one-week workshops for 72 school teachers on the construction and impact of the Grand Coulee Dam.

“Grand Coulee Dam — The Intersection of Modernity and Indigenous Cultures” These workshops, serving teachers in grades K-12, will explore how different social groups experience history – actual historical events and the memory of those events. More specifically, the project will unpack the history of Grand Coulee Dam as a landmark of contested narratives. One narrative celebrated the social, economic and cultural power of modernity. The other focused on the loss of indigenous cultural identities and practices. Participants will explore these historical dynamics in discussion with experts, site visits, and engagement with primary historical material including oral histories, art, song and photographs. The project’s goal is to equip teachers with unique and meaningful analytical frameworks to engage their humanities and social science students in conversations centered on how social groups experience and interpret transformative changes of the landscape.

Project fields:
Native American Studies; Social Sciences, General; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$170,000 (approved)
$170,000 (awarded)

Grant period:
10/1/2019 – 12/31/2020


BH-231310-15

Japanese American Citizens League (San Francisco, CA 94115-3217)
William Yoshino (Project Director: February 2015 to February 2017)
Civil Liberties in Times of Crisis: The Japanese American Internment

Two one-week workshops for seventy-two school teachers on the history and significance of the Japanese American incarceration experience during World War II.

The Japanese American Citizens League (JACL) seeks $165,831 through the NEH Landmarks of American History and Culture grant program to fund two five-day workshops for school teachers that will explore the historical significance and enduring legacy of the Japanese American incarceration experience during World War II. These workshops, titled Civil Liberties in Times of Crisis: The Japanese American Incarceration, will be held in the historic Little Tokyo neighborhood of Los Angeles on July 24-29 and August 7-12, 2016, with day trips to Santa Anita Park and Manzanar National Historic Site.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$165,831 (approved)
$158,729 (awarded)

Grant period:
1/1/2016 – 8/30/2016


BH-50055-05

University of Central Missouri (Warrensburg, MO 64093)
Jeffrey K. Yelton (Project Director: August 2004 to September 2006)
Clashing Identities: Arrow Rock, Missouri, Where West Met South, 1820-1860

Two one-week workshops for 100 teachers to explore political, economic, and social issues of Antebellum America through the history of Arrow Rock, Missouri.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$155,255 (approved)
$155,255 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50197-07

Franklin and Eleanor Roosevelt Institute (Hyde Park, NY 12538)
David B. Woolner (Project Director: March 2006 to January 2009)
FDR and the World Crisis, 1933-1945: Roosevelt and Hyde Park

Two one-week workshops for 100 school teachers to examine the presidency of Franklin Delano Roosevelt at his residence in Hyde Park.

“FDR and the World Crisis, 1933-1945: Understanding Roosevelt’s World Through the Prism of Hyde Park” is a Teacher’s Institute that will examine FDR’s overall response to the world crisis of 1933 to 1945, with a view toward gaining a greater understanding of how his policies transformed America and the world during these critical years. Undertaken from the vantage point of the Home of Franklin D. Roosevelt National Historic Site and the Franklin D. Roosevelt Presidential Library and Museum, the project will offer teachers a unique perspective on Roosevelt’s response to the Great Depression and World War II, with a special emphasis on how FDR’s relationship to Hyde Park influenced his thinking about national policy and America’s role in the world.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$151,116 (approved)
$151,116 (awarded)

Grant period:
10/1/2006 – 12/31/2007


BH-50230-07

Franklin and Eleanor Roosevelt Institute (Hyde Park, NY 12538)
David B. Woolner (Project Director: March 2007 to July 2009)
FDR and the World Crisis, 1933-1945: Roosevelt and Hyde Park

Two one-week workshops for 100 school teachers to examine the presidency of Franklin Delano Roosevelt at his residence in Hyde Park.

?FDR and the World Crisis, 1933-1945: Understanding Roosevelt?s World Through the Prism of Hyde Park? is a Teacher?s Institute that will examine FDR?s overall response to the world crisis of 1933 to 1945, with a view toward gaining a greater understanding of how his policies transformed America and the world during these critical years. Undertaken from the vantage point of the Home of Franklin D. Roosevelt National Historic Site and the Franklin D. Roosevelt Presidential Library and Museum, the project will offer teachers a unique perspective on Roosevelt?s response to the Great Depression and World War II, with a special emphasis on how FDR?s relationship to Hyde Park influenced his thinking about national policy and America?s role in the world.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$162,000 (approved)
$162,000 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50027-04

Pennsylvania State University, Main Campus (University Park, PA 16802-7000)
Nan Woodruff (Project Director: August 2003 to May 2005)
Slavery and Freedom in Charleston, S.C. and the Sea Islands

Two one-week workshops on the rise and fall of slavery in Charleston and its environs, based on the study of primary documents and historical sites.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,917 (approved)
$150,917 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50153-06

Villanova University (Villanova, PA 19085-1478)
Catherine Evans Wilson (Project Director: November 2005 to January 2008)
Benjamin Franklin and the Invention of America

Two one-week workshops for 100 teachers on the life of Benjamin Franklin, to be held at Villanova University, with visits to relevant 18th-century Philadelphia locations. This Landmarks of American History and Culture workshop is co-funded by NEH and The Pew Charitable Trusts.

"Benjamin Franklin and the Invention of America" will provide an interdisciplinary approach to the various dimensions of Franklin as inventor. Through visits to important Philadelphia landmarks, workshops delivered by leading scholars, and evening lectures by nationally recognized Franklin scholars, teachers will be introduced to a multidimensional Franklin -- a Franklin who desired the melding of personal character and public innovation on uniquely American terms. Franklin's deep commitment to forming an American civic character will serve as the overarching theme, uniting the various forms of invention he pursued throughout the course of his life.

Project fields:
Political Science, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$159,871 (approved)
$159,871 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50009-04

Educational Service District 112 (Vancouver, WA 98661-6812)
Mary M. Wheeler (Project Director: August 2003 to March 2006)
Crossroads and Conquest: People, Place and Power on the Vancouver National Historic Reserve

Two one-week workshops on the history and cultures of the Vancouver National Historic Reserve, a landmark site of the Pacific Northwest.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,938 (approved)
$150,119 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50032-04

University of New Hampshire, Durham (Durham, NH 03824-2620)
David H. Watters (Project Director: August 2003 to March 2006)
Landmark Events in Portsmouth, New Hampshire and the Transformation of American Identity, 1765-1800 and 1890-1920

Two one-week workshops to study the connections between national events and local culture in Portsmouth, New Hampshire, in two historic periods (1765-1800 and 1890-1920).

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$140,204 (approved)
$140,204 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50529-12

USS Constitution Museum, Inc. (Boston, MA 02129-0215)
Sarah Watkins (Project Director: March 2012 to November 2014)
The USS Constitution and the War of 1812

Two one-week workshops for eighty school teachers on the naval War of 1812 and its most important and complex artifact, the United States frigate Constitution, anchored in Boston.

Two one-week workshops for eighty school teachers on the naval War of 1812 and its most important and complex artifact, the United States frigate Constitution, anchored in Boston. In connection with the War of 1812 bicentennial, the USS Constitution Museum organizes a new workshop around an "underrepresented" war, using the frigate Constitution to tell the story, not just of "technology and tactics," but also the broader significance of the war in its time and in the national collective memory. Although the Constitution served in other conflicts, the ship achieved iconic status for her role in three inspiring victories against the Royal Navy in the War of 1812. Participants read Donald Hickey's The War of 1812: A Forgotten Conflict; Stephen Budiansky's Perilous Fight: America's Intrepid War with Great Britain on the High Seas; A Sailor's Life (forthcoming) by Sarah Watkins and Matthew Brenckle; J. C. A. Stagg's Mr. Madison's War: Politics, Diplomacy, and Warfare in the Early American Republic; Madison's declaration of war; and the 1814 Treaty of Ghent. Other readings are provided in a workshop notebook; the teachers also use the Museum's web-based curriculum guide, All Hands on Deck. Joining lead scholar Donald Hickey is Robert Allison, who has written on Stephen Decatur; Margherita Desy of the Naval History and Heritage Command Detachment in Boston; Bill Fowler, author of Silas Talbot: Captain of Old Ironsides; Sidney Hart, curator at the National Portrait Gallery; and Gene Smith, who is currently writing about African-American combatants in the War of 1812. The daily progression of topics begins with the debates that led to the start of the war, then turns to the major naval battles. Wednesday and Thursday's program features stories of "Ordinary People in Extraordinary Times," and the week concludes with "memory and meaning" themes to deepen participants' understanding of the impact of the War of 1812. With the Constitution's rich trove of artifacts-some 10,000 in all-the ship serves as the major landmark of the workshop, and teachers have opportunities to explore spaces usually "off limits" to the public, including the captain's cabin, surgeon's cockpit, and the magazine. The teachers also visit Boston sites, including the Museum of Fine Arts, the Black Heritage Trail, and the Federal-style Harrison Gray Otis House.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,548 (approved)
$179,548 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-250817-16

University of California, Davis (Davis, CA 95618-6153)
Louis S. Warren (Project Director: February 2016 to present)
The Transcontinental Railroad: Transforming California and the Nation

Two one-week workshops for seventy-two schoolteachers on the history of the transcontinental railroad.

The History Project at University of California, Davis, in partnership with California State Parks (including the California State Railroad Museum, Old Sacramento State Historic Park and the Leland Stanford Mansion State Historic Park), the Historic Old Sacramento Foundation, Crocker Art Museum, and Stanford University seeks $180,000 to fund two Landmarks of American History workshops for teachers in 2016. The Transcontinental Railroad: Transforming California and the Nation will be held at historic sites in Sacramento on June 25 through 30 and July 9 through 14, 2017, with day trips to Donner Pass and to the San Francisco Bay Area with visits to Stanford University and San Francisco Maritime National Park. The goal of the workshop is to assist K-12 educators in acquiring new content knowledge, experiences that will translate to classroom instruction, resources for lesson planning, and tools for using the Transcontinental Railroad as a lens for examining the Gilded Age.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$180,000 (approved)
$176,632 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-261609-18

University of California, Davis (Davis, CA 95618-6153)
Louis S. Warren (Project Director: February 2018 to present)
Stacey Greer (Co Project Director: October 2018 to present)
The Transcontinental Railroad: Transforming California and the Nation

Two one-week workshops for 72 school teachers on the history of the transcontinental railroad.

The History Project at University of California, Davis, in partnership with California State Parks (the California State Railroad Museum, Old Sacramento State Historic Park and the Leland Stanford Mansion State Historic Park), the Historic Old Sacramento Foundation, Crocker Art Museum, and Stanford University seeks $170,000 to fund two Landmarks of American History workshops for teachers in 2019. The 150th Anniversary of the Transcontinental Railroad: Transforming California and the Nation will be held at historic sites in Sacramento on June 23 through 28 and July 7 through 12, 2019, with day trips to Donner Pass and the San Francisco Bay Area with visits to Stanford University and landmarks in San Francisco. The goal of the workshop is to assist K-12 educators in acquiring new content knowledge, experiences that will translate to classroom instruction, resources for lesson planning, and tools for using the railroad as a lens for examining the Gilded Age.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$170,000 (approved)
$170,000 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-50680-14

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2014 to June 2016)
Sailing to Freedom: New Bedford and the Underground Railroad

Two one-week workshops for seventy-two school teachers to explore abolitionism and the Underground Railroad in the port city of New Bedford, Massachusetts.

This program examines New Bedford, Massachusetts, as a lens through which to view the great challenges facing nineteenth-century America. Though New Bedford is best known as American's preeminent whaling port, during this period it also became one of the nation's most cosmopolitan cities. While its maritime trade drew diverse populations of immigrants, it also transported to freedom fugitive African Americans in ship cargo holds. With its significant Quaker population, New Bedford emerged as a hub of both reform society and abolitionist activity. As Kathryn Grover captures in her book The Fugitive's Gibraltar: Escaping Slaves and Abolitionism in New Bedford, Massachusetts, New Bedford was "not so much a stop along the Underground Railroad, but rather a terminus--a community where ex-slaves knew they could settle and prosper." Project director Timothy Walker (University of Massachusetts, Dartmouth [UMD]), a maritime and slave trade historian, has assembled a group of faculty, including UMD historians Len Travers and Lee Blake, Jeffrey Bolster (University of New Hampshire), John Stauffer and Mary Malloy (Harvard University), independent scholars Kathryn Grover and David Cecelski, Laurie Robertson-Lorant (Bridgewater State University), Kate Clifford Larson (Simmons College), Delores Walters (University of Rhode Island), and local poet laureate Everett Hoagland. Presentation topics include "An Overview of New Bedford Waterfront Trades"; "Black Seamen in the Atlantic"; "New Bedford's African-American Community"; "Frederick Douglass, New Bedford and the Underground Railroad"; "History of the Underground Railroad in Poetry and Oral Tradition"; and "Gendered Resistance: Black Women and Resistance to Enslavement," among others. Each day, experts connect lectures and discussions with close studies of original documents, objects, and architecture. Teachers examine rare maritime guides, captains' logs, and mariners' scrimshaw sculpture. Primary readings include census data, fugitive slave narratives, and the speeches and letters of Frederick Douglass; secondary readings include works by several of the visiting scholars, such as Jeffrey Bolster's Black Jacks: African American Seamen in the Age of Sail.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$170,304 (approved)
$160,691 (awarded)

Grant period:
10/1/2014 – 3/31/2016


BH-50524-12

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2012 to August 2014)
Sailing to Freedom: New Bedford and the Underground Railroad

Two one-week workshops for eighty school teachers on abolitionism in its maritime context in New Bedford, Massachusetts.

Two one-week workshops for eighty school teachers on abolitionism in its maritime context in New Bedford, Massachusetts. The program examines New Bedford as a locus for abolitionism and the Underground Railroad, treating the city as a lens through which to view great challenges facing nineteenth-century America. During this period, New Bedford became one of America's most cosmopolitan cities, as well as a preeminent whaling port. While its maritime trade drew diverse populations of immigrants, it also transported to freedom fugitive African Americans in ship cargo holds. With its significant Quaker population, New Bedford emerged as a hub of both reform society and abolitionist activity. As Kathryn Grover captures in her book, The Fugitive's Gibraltar: Escaping Slaves and Abolitionism in New Bedford, Massachusetts, New Bedford was "not so much a stop along the Underground Railroad, but rather a terminus--a community where ex-slaves knew they could settle and prosper." Project director Timothy Walker (University of Massachusetts, Dartmouth), a maritime and slave trade historian, has assembled a diverse faculty, including historians Grover, John Stauffer (Harvard University), and Jeffrey Bolster (University of New Hampshire), and local poet laureate Everett Hoagland. Each day, experts connect lectures and discussions with close studies of original documents, objects, and architecture. For example, after lectures on New Bedford's early history and the maritime trade, teachers examine rare maritime guides, captains' logs, and mariners' scrimshaw sculpture. On another day, Len Travers (University of Massachusetts, Dartmouth) trains participants to work with primary documents and material objects as historical evidence. Primary readings include census data, fugitive slave narratives, and the speeches and letters of Frederick Douglass; secondary readings include works by several of the visiting scholars, such as Jeffrey Bolster's Black Jacks: African American Seamen in the Age of Sail.

Project fields:
Arts, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,986 (approved)
$175,087 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-50386-10

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2010 to June 2012)
Sailing to Freedom: New Bedford and the Underground Railroad

Two one-week Landmarks workshops for eighty school teachers to explore New Bedford, Massachusetts as a historical landmark for abolitionism and the Underground Railroad.

Sailing to Freedom connects New Bedford's maritime heritage as a whaling and seafaring port with its role as an Underground Railroad hub during the expansion and antebellum period of 1800 - 1860. Nationally known fugitives Frederick Douglass, John Jacobs and his sister Harriet, William Wells Brown and many others began their lives as free men and women once they reached New Bedford. This 2-week teacher institute will explore the connections between the abolitionist movement locally and nationally through historical sites in New Bedford.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$177,849 (approved)
$177,781 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50157-07

Converse College (Spartanburg, SC 29302-0006)
Melissa Walker (Project Director: March 2006 to April 2008)
Partisans and Redcoats: The American Revolution in the Southern Backcountry

Two one-week summer workshops for 100 school teachers on the American Revolutionary War in the Southern backcountry, with visits to the sites of key battles.

Converse College proposes to host two teacher workshops on the theme "Partisans and Redcoats: The American Revolution in the Southern Backcountry." Our goal is to help teachers--and by extension, their students--come to a fuller understanding of the complexities of the American Revolution. Too often, students find it inconceivable that sensible Americans settlers might have sympathized with the British or resisted joining the Patriot cause. As a result, they rarely understand that much of the fighting in the Revolutionary War consisted of Americans fighting Americans--that is, Loyalist troops and militias fighting Continental troops and Patriot militias. They assume that the American victory was a foregone conclusion which leads them to minimize the truly revolutionary nature of the American Revolution. A study of war in the Southern backcountry, with its deep internal divisions provides an ideal lens through which to view the complexities of the struggle for American independence.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$128,134 (approved)
$128,134 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50263-08

Converse College (Spartanburg, SC 29302-0006)
Melissa Walker (Project Director: March 2008 to September 2010)
Partisans and Redcoats: The American Revolution in the Southern Backcountry

This workshop will provide teachers with fresh perspectives on the complex dynamics of the American Revolution in the Southern backcountry, a place where long-standing hostilities between American settlers erupted into a full-scale civil war between Loyalists and Patriots. Our program will make use of the rich historical resources in upstate South Carolina, including Walnut Grove Plantation, an outstanding example of an eighteenth century backcountry farmstead, the living history museum at Historic Brattonsville, and the battlefields at Kings Mountain, Cowpens, and Ninety-Six to learn more about the nature of backcountry warfare. We will also explore the ways that art and material culture can help increase student engagement with the subject matter. We will examine the war's impact on the region's white women and on its free and enslaved African Americans. A veteran history teacher will serve as master teacher for the workshop.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$149,590 (approved)
$149,590 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50006-04

Canal Corridor Association - Gaylord Building Historic Site (Lockport, IL 60441-2878)
Ronald Vasile (Project Director: August 2003 to September 2011)
The Last Great American Canal: How the Illinois and Michigan Canal United 19th Century America

Three one-week workshops to explore the story of the Illinois and Michigan Canal and its relationship to broader themes in American history.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$225,819 (approved)
$217,419 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50054-05

Canal Corridor Association - Gaylord Building Historic Site (Lockport, IL 60441-2878)
Ronald Vasile (Project Director: August 2004 to September 2006)
The Last Great American Canal: How the Illinois and Michigan Canal United 19th Century America

Three one-week workshops for 135 teachers to explore the story of the Illinois and Michigan Canal and its relationship to broader themes in American history.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$198,030 (approved)
$195,000 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50079-05

Northern Illinois University (DeKalb, IL 60115-2828)
Drew VandeCreek (Project Director: August 2004 to September 2006)
The Lincoln Home, Society, and Politics in Antebellum America, 1840-1861

Two one-week workshops for 100 school teachers held at Abraham Lincoln's home in Springfield, Illinois, on politics and society in the antebellum United States.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50039-04

Plimoth Plantation, Inc. (Plymouth, MA 02362-1620)
Kimberly A. Van Wormer (Project Director: August 2003 to May 2005)
Francis J. Bremer (Co Project Director: August 2003 to May 2005)
Cultural Encounters and Human Agency in America 1550-1700

Three one-week workshops, held at the site of the original Pilgrim colony, on the interaction between Europeans and Native Americans in early colonial America.

Project fields:
Education

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$226,000 (approved)
$226,000 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50056-05

Claremont Graduate University (Claremont, CA 91711-5909)
Michael Uhlmann (Project Director: August 2004 to September 2006)
A Vast and Many Voiced Creation: Congress and the Capitol

Two one-week workshops for 100 school teachers exploring how the art and architecture of the United States Capitol reveal the ideals and realities of the nation from its founding to the Civil War.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$135,678 (approved)
$110,683 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50134-06

Claremont Graduate University (Claremont, CA 91711-5909)
Michael Uhlmann (Project Director: August 2005 to November 2007)
A Vast and Many Voiced Creation: Congress and the Capitol

Two one-week workshops for 70 school teachers exploring how the art and architecture of the United State Capitol reveal the ideals and realities of the nation from its founding to the Civil War.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$110,661 (approved)
$107,355 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50194-07

Claremont Graduate University (Claremont, CA 91711-5909)
Michael Uhlmann (Project Director: March 2006 to April 2008)
The U.S. Constitution and the Art and Architecture of the Capitol

Two one-week, on-site workshops for seventy school teachers, on the history, art, and architecture of the United States Capitol.

Claremont Graduate University will conduct a two-week residential workshop for 70 middle and high school history teachers to study the U.S. Capitol, its art and architecture, and how it embodies the ideals and realities of our Nation's founding up to the Civil War. Under the project direction of Dr. Michael Uhlmann and Dr. Thomas Somma, the teachers will attend seminars and guided tours, led by experts in their fields. Five historians, one political scientist, one architectural historian, and three art historians will give lectures, lead seminars, and conduct onsite tours of the Capitol and selected museums. The teachers will be expected to read selected material from both primary and secondary sources and to introduce the workshop material into their classroom teaching.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$111,081 (approved)
$111,081 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50641-14

Historical Society of Pennsylvania (Philadelphia, PA 19107-5699)
Beth A. Twiss-Houting (Project Director: March 2014 to June 2016)
Cultures of Independence: Perspectives on Independence Hall and the Meaning of Freedom

Two one-week workshops for seventy-two teachers on Independence Hall in Philadelphia as a civic gathering place and repository of collective memory.

Originally built as the Pennsylvania State House in 1732, Independence Hall in Philadelphia served for more than four decades as the seat of Pennsylvania's provincial government before gaining its place on the national and world stage as the setting for the Declaration of Independence in 1776 and the Constitutional Convention in 1787. The surrounding Independence Square (named as such in 1824) later assumed a role as a place for the advancement of social causes. Frederick Douglass spoke against slavery in Independence Square in 1844; Susan B. Anthony spoke there in defense of women's rights in 1876. During the last century, it emerged as a location for ethnic parades, holiday celebrations, and political demonstrations--a role it continues to fill as part of Independence National Historic Park. The new workshop gathers this long and storied history together around a guiding question, "What is the role of an iconic landmark in a culture?" Historian Gary Nash (University of California, Los Angeles) launches the workshop with discussion of his Landmarks of the American Revolution, part of the Oxford University Press series, Guide to Historic Places, and a review of Pauline Maier's classic work, American Scripture: Making the Declaration of Independence, a pre-workshop assigned reading. On day two at Independence Hall, project co-director and historian Charlene Mires (Rutgers University, Camden) develops the theme, "The Foundation of an Icon." On day three, participants tour the Liberty Bell site and the site of the President's House, with lectures by historians Randall Miller (Saint Joseph's University) and Emma Lapsansky-Werner (Haverford College) on "African Americans in the City of Independence" and "Abolition and the Liberty Bell," respectively. On the fourth day, participants visit the National Archives and Records Administration, with lectures by Holly Holst (National Park Service) and Dr. Mires on "Remember the Women" and "Expressing and Expanding National Identity." On day five, participants visit the Philadelphia History Museum and hear a lecture by historian Tom Sugrue (University of Pennsylvania) on "Protest in Place." On the workshop's final day, participants tour the National Constitution Center (NCC), guided by Dr. Mires and NCC educator Kathleen Maher, who discuss the town hall as a stage for national discourse. Participants study primary documents, art, and artifacts: Lafayette memorabilia; nineteenth-century souvenir canes; the Hucksters' Petition to the Select and Common Councils of the City of Philadelphia, 1805; Susan B. Anthony's Declaration of Rights of the Women, 1876; and others. In addition to the Maier text, scholarly works include Eric Foner's The Story of American Freedom; Gary Nash's Forging Freedom: the Formation of Philadelphia's Black Community; and Charlene Mires's Independence Hall in American Memory.

[Media coverage]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$148,246 (approved)
$147,806 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-50444-11

Ohio Historical Society (Columbus, OH 43211-2474)
Rebecca Trivison (Project Director: March 2011 to September 2013)
Brian D. Schoen (Co Project Director: July 2011 to September 2013)
The War of 1812 in the Great Lakes and Western Territories

Two one-week Landmarks workshops for eighty school teachers to study the national implications of the War of 1812's northwestern frontier.

"The War of 1812 in the Great Lakes and Western Territories" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on the causes, conduct, and consequences of the War of 1812 in the Midwestern United States. Hosted by the Ohio Historical Society [OHS], the workshop investigates the War of 1812 by considering several major topics: the war's causes; the complicated interactions of Euro-Americans, British, Canadians, and Native Americans during the conflict; and the war's short- and long-term effects. The project utilizes important military sites, including River Raisin Battlefield, Fort Meigs, and Perry's Victory and International Peace Monument. The project staff includes co-directors Brian Schoen (history, Ohio University) and Rebecca Trivison (OHS) and visiting faculty members Alan Taylor (history, University of California, Davis), Andrew Cayton (history, Miami University, Ohio), Gregory Dowd (history, University of Michigan), Susan Sleeper-Smith (history, Michigan State University), Gerard Altoff (National Park Service), Ralph Naveaux (Monroe County Historical Museum), and David Skaggs (history, Bowling Green State University). The program includes lectures, discussions, site visits, primary-source sessions, and work on teaching projects. The participants read secondary works by members of the visiting faculty and other scholars. Primary sources include an Indian captivity narrative, missionary letters, correspondence by William Henry Harrison, President James Madison's war message, and the full text of "The Star-Spangled Banner"; participants also receive a primary-source database from the OHS archives for use in creating lesson plans.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$184,111 (approved)
$170,258 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-50554-13

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: March 2013 to May 2015)
The Rochester Reform Trail: Women's Rights, Religion, and Abolition on the Genesee River and the Erie Canal

Two one-week Landmarks workshops for eighty school teachers to examine Rochester's central role in nineteenth-century American reform history.

Two one-week Landmarks workshops for eighty school teachers to examine Rochester's central role in nineteenth-century American reform history. This workshop examines Rochester's central role in American reform history and its legacy in American life and thought. As the home base for several of the nation's most important nineteenth-century reform leaders--abolitionist Frederick Douglass, women's rights activist Susan B. Anthony, and religious revivalist Charles Grandison Finne--Rochester offers an unusually rich collection of reform sites. Teachers study the work of these celebrated figures while visiting their private homes, offices, and churches, as well as such scholarly collections as the Frederick Douglass Papers at the University of Rochester library. The workshop concentrates on significant themes in reform history: the economic and technological reshaping of Rochester's nineteenth-century physical geography, most notably by the Erie Canal; Frederick Douglass's activism in Rochester, where he published abolitionist newspapers and a second autobiography and operated a station on the Underground Railroad; the women's rights activism of Susan B. Anthony and Elizabeth Cady Stanton, including the Seneca Falls Convention of 1848; and the rise of religious revivalism, as led by Finney, whose meetings solidified his reputation as one of the nation's most significant evangelical reformers. Participants read primary texts by Douglass, Anthony, and Finney, as well as relevant secondary materials, including William McFeely's biography of Douglass; Paul Johnson's A Shopkeeper's Millennium: Society and Revivals in Rochester, New York, 1815-1837; Jean Baker's Sisters: The Lives of America's Suffragists; and Carol Sheriff's The Artificial River: The Erie Canal and the Paradox of Progress, 1817-1862. The workshop is led by Jose Torre (State University of New York at Brockport. Visiting faculty--Richard Newman (Rochester Institute of Technology), Erik Seeman (State University of New York at Buffalo), Alison Parker (State University of New York at Brockport), and Carol Faulkner (Syracuse University)--are scholars of American reform. Meeting at the Strong National Museum of Play in downtown Rochester, participants have easy access to housing, libraries, and the historic venues.

[Grant products][Media coverage]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$157,090 (approved)
$155,824 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50626-14

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: March 2014 to May 2016)
The Rochester Reform Trail: Women's Rights, Religion, and Abolition on the Genesee River and the Erie Canal

Two one-week workshops for seventy-two school teachers on the iconic nineteenth-century reform landscape of Rochester, New York.

This program examines Rochester's central role in American reform history and its legacy in American life and thought. The project is organized around two fundamental perspectives: 1) Rochester's vivid landmark geography illuminates the way that American reform was rooted in a new ideology of progress, and 2) Rochester's status as a home base for several of the nation's most important reform leaders underscores the relationship between grand movements for social change and the physical forces that inspired them. Participants visit a rich selection of reform sites including the Erie Canal and Broad Street Aqueduct; the Susan B. Anthony House; Seneca Falls, home to Elizabeth Cady Stanton and site of the first women's rights convention; the Frederick Douglass Collection at the University of Rochester; Third Presbyterian Church, where radical preacher Charles Grandison Finney initiated the Second Great Awakening in the 1830s; and the gravesites of Susan B. Anthony and Frederick Douglass at Mt. Hope Cemetery. Scholarly lectures connected to these guided field trips explore in depth technological and economic changes and their relationship to the reform movement; the rise of religious reform in western New York, particularly the activism of Presbyterian minister Charles Finney; black activism in Rochester and Frederick Douglass's editorial career; women's rights activism and the Seneca Falls Convention of 1848; and Susan B. Anthony, her efforts for women's suffrage, and the Fifteenth Amendment. Jose Torre (State University of New York [SUNY] at Brockport) leads the workshop; visiting scholars include notable historians of early American history and reform movements Erik Seeman (SUNY-Buffalo), Alison Parker (SUNY-Brockport), Carol Faulkner (Syracuse University), and Richard Newman (Rochester Institute of Technology). In partnership with the College at Brockport, the Strong National Museum of Play, with state-of-the-art facilities and proximity to Rochester, hosts the workshop.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$157,496 (approved)
$146,395 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-231092-15

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: February 2015 to May 2017)
The Rochester Reform Trail: Women's Rights, Religion, and Abolition on the Genesee River and the Erie Canal

Two one-week workshops for seventy-two school teachers on the iconic nineteenth-century reform landscape of Rochester, New York.

This workshop will bring together school teachers, public historians, and scholarly experts for study of Rochester's iconic 19th century reform landscape. Through field trips, lectures and discussions, participants will examine Rochester's central role in American history and the legacy it has left on public memory, moments and visual iconography. Teachers will study the words and ideas of celebrated Rochester reformers (including Frederick Douglass, Susan B. Anthony, and Charles Finney) while visiting their homes, activist headquarters, business offices and churches. The workshop will explore several broad themes: the economic, social and physical landscape shaping 19th century American reform; the connections between reformer's private and public lives; the role that religion played in expanding reform movements; and the impact of women and African Americans on reform culture both before and after the Civil War.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$158,115 (approved)
$149,476 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-250862-16

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: February 2016 to present)
The Rochester Reform Trail: Women's Rights, Religion, and Abolition on the Genesee River and Erie Canal

Two one-week workshops for seventy-two schoolteachers on the iconic nineteenth-century reform landscape of Rochester, New York.

This workshop brings together teachers, public historians, and scholarly experts for two week long programs focusing on Rochester NY’s iconic 19th century technological, economic and reform landmarks. Through field trips, scholarly presentations, and seminar-style discussions, NEH summer scholars examine the complexities of American Reform as expressed in landmarks such as the Erie Canal, Broad Street Aqueduct, Susan B. Anthony House, Seneca Falls Women’s Rights National Historical Park, Mount Hope Cemetery, and others. Participants visit these sites while studying the writings of the men and women who made this a center for reform culture in antebellum America. The workshop will illuminate broader themes: the economic and technological changes that shaped the mindset, worldviews, and everyday experiences of 19th century American reformers; the role religion played in expanding reform movements; and the impact of African Americans and women on pre- and post-Civil War reform culture.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$156,696 (approved)
$156,696 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-267091-19

East Carolina University (Greenville, NC 27858-5235)
Anne Swenson Ticknor (Project Director: February 2019 to present)
Saipan's Land and Sea: Battle Scars and Sites of Resilience

Two one-week workshops for 72 school teachers on the history of military conflicts in Saipan.

The newly proposed Landmarks of American History and Culture program, Saipan’s Land and Sea: Battle Scars & Sites of Resilience, provides 72 teachers an incomparable opportunity to interact with a continuous, intact, and largely undisturbed record of conflict history outside of museum walls on the island of Saipan, a US commonwealth in the western Pacific Ocean. The one-week program will be held twice at Kagman High School by a mostly indigenous project team comprised of educators, historians, archaeologists, authors, and cultural guides. Hosting the institute on Saipan provides a unique opportunity for often under-represented teachers to participate in NEH Landmark programming and for US mainland teachers to interact with a largely undisturbed record of conflict history that is virtually untold in history textbooks and unknown to K-12 students.

Project fields:
History, Other

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$169,997 (approved)
$167,529 (awarded)

Grant period:
10/1/2019 – 12/31/2021


BH-50488-12

Kentucky Historical Society (Frankfort, KY 40601-1931)
Tim Talbott (Project Director: March 2012 to August 2014)
Torn Within, Threatened Without: Kentucky and the Border States in the Civil War

Two one-week workshops for eighty school teachers on conflicts in Kentucky and other border states during the Civil War.

Two one-week workshops for eighty school teachers on conflicts in Kentucky and other border states during the Civil War. In this Landmarks workshop, the Kentucky Historical Society takes teachers beyond the battlefield in an exploration of the Civil War in Kentucky. According to the project director, "the conventional studies focus on places like Perryville and personalities like John Hunt Morgan . . . but recent scholarship reveals a complex network of guerillas, political and economic intrigue, expansive questions of loyalty, and sometimes surprising race and gender roles within a divided society." As a border state between North and South, Kentucky was a microcosm of Civil War divisiveness and played a key role in its outcome. As Lincoln said, "I hope to have God on my side, but I must have Kentucky." Among the workshop faculty are historians William C. Harris (North Carolina State University), Alicestyne Turley and J. Blaine Hudson (University of Louisville), Brian McKnight (University of Virginia-Wise), Lindsey Apple and James Klotter (Georgetown College), Aaron Astor (Maryville College), Anne E. Marshall (Mississippi State University), Dwight Pitcaithley (New Mexico State University), and Christopher Phillips (University of Cincinnati), the last of whom discusses Missouri and Maryland as other examples of Civil War border states. Readings include three books by visiting faculty: Harris's Lincoln and the Border States: Preserving the Union; Lindsey Apple's The Family Legacy of Henry Clay: In the Shadow of a Kentucky Patriarch; and Anne E. Marshall's Creating a Confederate Kentucky: The Lost Cause and Memory in a Border State. In addition to reading secondary works, participants consult primary sources from the Register of the Kentucky Historical Society and conduct research in the Society archives. Teachers visit sites in Lexington, Frankfort, and Louisville, such as the Abraham Lincoln birthplace, the Old State Capitol, the Kentucky Military History Museum, the Perryville Battlefield, the Farmington Historic Plantation, and Camp Nelson, a recruiting and training center for African-American soldiers. Participants discuss classroom applications, keep notebooks, and write responses to site visits. Within a month of the workshop, they submit an essay about a primary source for posting on the workshop blog.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$178,741 (approved)
$167,851 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-50390-10

California State University, Dominguez Hills Foundation (Carson, CA 90747-0001)
Laura Talamante (Project Director: March 2010 to June 2012)
Alison Bruesehoff (Co Project Director: March 2010 to June 2012)
American History through the Eyes of a California Family, 1780s - 1920s

Two one-week Landmarks workshops for eighty school teachers using the history of the Dominguez family and related sites to illuminate California's history from colonial days to the 1920s.

The goals of the Early American History Seen through the Eyes of an Early California Family, 1780s-1920s workshops engage the NEH Landmarks theme of Bridging Cultures by examining the history of the Dominguez family. We will use the artifacts and archival sources of the Dominguez Rancho Adobe Museum and California State University, Dominguez Hills Special Collections to trace the Dominguez family history for over two centuries. Their history and lands are entwined in California’s rich Indian, Spanish, Mexican and American history.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$171,788 (approved)
$171,788 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-250846-16

Old Dominion University Research Foundation (Norfolk, VA 23508-0369)
Yonghee Suh (Project Director: February 2016 to present)
Brian J. Daugherity (Co Project Director: October 2016 to present)
The Long Road from Brown: School Desegregation in Virginia

Two one-week workshops for seventy-two schoolteachers on school desegregation in Virginia.

This project offers two one week workshops on the topic of school desegregation in Virginia. Participants include 72 Grade 6-12 social studies/history teachers as a total. In these workshops, participants will visit significant historical sites associated with the topic, learn how to use primary sources in the archives and created their own curriculum on the topic. The first workshop will take place from July 9th through July 14th, 2017, and the second from July 23rd through July 28th, 2017.

Project fields:
African American History; History, Other; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$175,813 (approved)
$165,561 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50661-14

Old Dominion University Research Foundation (Norfolk, VA 23508-0369)
Yonghee Suh (Project Director: March 2014 to June 2016)
The Long Road from Brown: School Desegregation in Virginia

Two one-week workshops for seventy-two school teachers on Virginia's "Massive Resistance" to the 1954 Supreme Court ruling Brown v. Board of Education of Topeka.

This workshop focuses on the leading role Virginia played in resisting the 1954 decision of the United States Supreme Court that state laws designating separate public schools for black and white students are unconstitutional. In the wake of the Brown v. Board of Education of Topeka ruling, Virginia launched a "Massive Resistance" using numerous approaches to circumvent Brown, ranging from the creation of state-funded private "segregation academies" to shutting down public schools entirely, as in Prince Edward County. The workshop builds on the Desegregation of Virginia Education (DOVE) project, a state-wide collaboration of scholars and archivists endeavoring to discover and preserve documentation of Virginia communities' efforts to resist or implement school desegregation. The workshop is codirected by education specialist Yonghee Suh of Old Dominion University (ODU), where the DOVE project is housed, and historian Brian Daugherity of Virginia Commonwealth University (VCU), which serves as the host campus. Daugherity's book, With All Deliberate Speed, serves as a basic text for the workshop, along with selections from Elusive Equality: Desegregation and Resegregation in Norfolk's Public Schools, coauthored by visiting scholar Charles Ford, and from Black Teachers on Teaching (Michele Foster). Peter Wallenstein, professor of history at Virginia Polytechnic University, opens the workshop with an overview of the history of Virginia school segregation up through the Civil Rights Movement. Based in Richmond, the participants work with historians and archivists in the exploration of primary sources (recordings, papers, memoirs, court briefs) and secondary scholarship at sites including Virginia State University, where key documents on African-American teacher training are held; VCU's Voice of Freedom collection of oral and documentary resources on African-American education leaders; Moton School and Moton Museum, with exhibits of the strike, lawsuit, and lockout to prevent integration in Prince Edward County; two Kent County schools at the center of Green v. New Kent County (a Supreme Court case that set the stage for busing public school students across boundaries to achieve racial balance), and the Capitol Building and Virginia Civil Rights memorial in Richmond, among others.

Project fields:
African American History; History, Other; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$176,322 (approved)
$175,098 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-267105-19

Old Dominion University Research Foundation (Norfolk, VA 23508-0369)
Yonghee Suh (Project Director: February 2019 to present)
Brian J. Daugherity (Co Project Director: August 2019 to present)
The Long Road from Brown: School Desegregation in Virginia

Two one-week workshops for 72 school teachers on school desegregation in Virginia.

This project offers two one week long workshops on the topic of school desegregation in Virginia. Participants include 72 Grade 6-12 social studies/history teachers as a total. In these workshops, participants will visit significant historic sites associated with the topic, learn how to use primary sources in the archives and created their own curriculum on the topic. The first workshop will take place from July 12th through July 17th, 2020 and the second from July 26th through July 31st, 2020.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$170,000 (approved)
$169,390 (awarded)

Grant period:
10/1/2019 – 12/31/2021


BH-50630-14

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2014 to May 2016)
The American Revolution on the Northern Frontier: Fort Ticonderoga and the Road to Saratoga

Two one-week workshops for seventy-two school teachers on the role of Fort Ticonderoga and the northern frontier in the early years of the American Revolution.

This program considers the strategic location of Fort Ticonderoga within the geographic context of Lake Champlain and the northern frontier. With the outbreak of the Revolution at Lexington and Concord, Fort Ticonderoga quickly became a target for two separate forces supported by Massachusetts and Connecticut. The capture of Fort Ticonderoga on May 10, 1775, led by Ethan Allen and Benedict Arnold, marked the first offensive victory of the Revolution for the colonists. During 1776, Ticonderoga became a vital defensive position protecting New York from a British invasion from Quebec. Continental troops built extensive entrenchments on the Ticonderoga peninsula and across the lake on Mount Independence. In addition to studying the important role Fort Ticonderoga, Lake Champlain, and the northern frontier played during the war, participants explore the influence of the French and Indian War, the people involved on both sides of the Revolution, the sometimes-overlooked role of Benedict Arnold in those early years, the immediate and long-term impact of the Saratoga Campaign, and the lasting legacies of the northern campaign on the Revolution. Noted scholars from across the country, including William Fowler (Northeastern University), Thomas Chambers (Niagara University), Jon Parmenter (Cornell University), Douglas Egerton (Le Moyne College), James Kirby Martin (University of Houston), Carol Berkin (Baruch College, City University of New York), Holly Mayer (Duquesne University), and Todd Braisted (Loyalist Institute), lead participants in a week of lecture-based discussions and site visits, each of which is coordinated with a theme, document, and artifact of the day. The weekly program is organized around chronology and the unfolding of events: Monday, "Pre-cursor to Revolution: The French and Indian War"; Tuesday, "A Revolutionary People"; Wednesday, "Benedict Arnold: An Unlikely Hero?"; Thursday, "The Saratoga Campaign: Turning Point of the Revolution"; and Friday, "Lasting Legacies." Fort Ticonderoga comprises a historic landscape with numerous structures and object-rich exhibits, as well as thousands of original manuscripts, diaries, orderly books, and maps; participants also visit the Lake Champlain Maritime Museum, the site of Fort St. Frederick, and Saratoga Battlefield. With the option to design lessons individually or as part of a small group, participants learn how to read and interpret historic sites, documents, and artifacts while preparing teaching modules. To aid in their research, participants are given a primary source reader. A reading list of secondary sources includes James Nelson's Benedict Arnold's Navy and Richard Ketchum's Saratoga.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$169,232 (approved)
$151,209 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-231203-15

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: February 2015 to May 2017)
The American Revolution on the Northern Frontier: Fort Ticonderoga and the Road to Saratoga

Two one-week workshops for seventy-two teachers on the role of Fort Ticonderoga in the American Revolution.

Fort Ticonderoga, often called the "Key to a Continent" and the "Gibraltar of the North," played a vital role in the strategies of both the British and Continental armies during the first three years of the American Revolution. The importance of the Northern Theater from 1775 to 1777 is often overshadowed by events in Boston (1775-76), New York (1776), and eastern Pennsylvania (1776-77). We invite educators to come explore the amazing history behind these first years of the Revolution. In addition to studying the important role Fort Ticonderoga, Lake Champlain, and the northern frontier played during the war, participants will explore the influence of the French & Indian War, the people involved on both sides of the Revolution, the sometimes-overlooked role Benedict Arnold played in those early years, the immediate and long-term impact of the Saratoga Campaign, and the lasting legacies of the northern campaigns on the Revolution.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$173,629 (approved)
$165,543 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50379-10

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2010 to June 2012)
The American Revolution on the Northern Frontier: Fort Ticonderoga and the Road to Saratoga

Two one-week Landmarks workshops for eighty school teachers focused on the role of Fort Ticonderoga and the northern frontier as a critical outpost in the early years of the Revolution.

Fort Ticonderoga, often called the "Key to a Continent" and the "Gibraltar of the North," played a vital role in the strategies of both the British and Continental armies during the first three years of the American Revolution. The importance of the Northern Theater from 1775 to 1777 is often overlooked, overshadowed by events in Boston (1775-76), New York (1776), and eastern Pennsylvania (1776-77). We invite educators to come explore the amazing history behind these first years of the Revolution. In addition to studying the important role Fort Ticonderoga, Lake Champlain, and the northern frontier played during the war, participants will explore the influence of the French & Indian War, the people involved on both sides of the Revolution, the sometimes-overlooked role Benedict Arnold played in those early years, the immediate and long-term impact of the Saratoga Campaign, and the lasting legacies of the northern campaigns on the Revolution.

Project fields:
Museum Studies or Historical Preservation

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$159,518 (approved)
$159,518 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50588-13

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2013 to May 2015)
The American Revolution on the Northern Frontier: Fort Ticonderoga and the Road to Saratoga

Two one-week Landmarks workshops for eighty school teachers focused on Fort Ticonderoga as a critical outpost in the northern frontier during the early years of the Revolution.

Two one-week Landmarks workshops for eighty school teachers focused on Fort Ticonderoga as a critical outpost in the northern frontier during the early years of the Revolution. Fort Ticonderoga, often called the "Key to a Continent" and the "Gibraltar of the North," was central to the first three years of the American Revolution. Considering the Fort within the geographical context of Lake Champlain and the northern frontier, the workshop focuses on the people involved on both sides of the Revolution and the often overlooked role of Benedict Arnold. It explores the French and Indian War and the Saratoga Campaign as it addresses the larger impact of the northern campaign on the Revolution. Noted scholars from across the country, including William Fowler (Northeastern University), Thomas Chambers (Niagara University), Jon Parmenter (Cornell University), Douglas Egerton (Le Moyne College), James Kirby Martin (University of Houston), Carol Berkin (Baruch College, City University of New York), Judith Van Buskirk (State University of New York at Cortland), and Holly Mayer (Duquesne University), lead participants in a week of lecture-based discussions, each of which is coordinated with a theme, document, and artifact of the day. For example, Benedict Arnold's Declaration of Principles, written and signed in June 1775, presages many of the phrases in the Declaration of Independence, and is used to illustrate the theme "Benedict Arnold: An Unlikely Hero." Similarly, Asher B. Durand's painting "The Murder of Jane McRae" supports a discussion about how both sides employed propaganda during the Saratoga Campaign. The daily theme, document, and artifact generate opportunities for participants' primary research. Fort Ticonderoga comprises a historic landscape with numerous structures and object-rich exhibits, as well as thousands of original manuscripts, diaries, orderly books, and maps; participants also visit the Lake Champlain Maritime Museum, the site of Fort St. Frederick, and Saratoga Battlefield. With the option to design lessons individually or as part of a small group, participants learn how to read and interpret historic sites, documents, and artifacts while preparing teaching modules. Participants use a primary source reader to aid in their research. A reading list of secondary sources includes James Nelson's Benedict Arnold's Navy and Richard Ketchum's Saratoga.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$173,180 (approved)
$160,437 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50072-05

University of Illinois at Chicago (Chicago, IL 60607-3320)
Margaret Strobel (Project Director: August 2004 to January 2007)
Hull-House in the Progressive Era: People, Places, and Ideas

Two six-day workshops for 80 teachers to study the various dimensions of the Progressive movement in American history as they intersect in the activities of Jane Addams, her co-workers, and her neighbors at the Hull-House settlement in Chicago.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$149,968 (approved)
$149,968 (awarded)

Grant period:
1/1/2005 – 6/30/2006


BH-50522-12

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: March 2012 to March 2015)
Mary Ellen Junda (Co Project Director: July 2012 to March 2015)
Gullah Voices: Traditions and Transformations

Two one-week workshops for eighty schoolteachers to explore the history and cultural memory of the Gullah people through the arts.

Two one-week workshops for eighty schoolteachers to explore the history and cultural memory of the Gullah people through the arts. In collaboration with The Penn Center in St. Helena, South Carolina, two music department faculty from the University of Connecticut, Robert Stephens and Mary Ellen Junda, engage teachers in a study of the history and rich artistic heritage of the Gullah people. They observe that the Gullah, also known as Geechee in Georgia, have shaped a distinctive culture within a history of oppression followed by isolation and more recent struggles to preserve their way of life in the face of twentieth-century development. The Gullah people, descended from rice plantation slaves, preserved many common elements of their home culture in Sierra Leone, chief among them music, dance, and oral traditions. Before coming to the workshop, teachers are asked to view the video Family Across the Sea; review materials on Yale University's Gullah website; and listen to examples of Gullah music collected in the 1930s (materials are available on the project website). They are also asked to read God, Dr. Buzzard, and the Bolito Man by Cornelia Bailey and Black Culture and Black Consciousness by Lawrence Levine. Following a reception on Sunday night featuring a live performance by the Gullah Geechee Ring Shouters, the week begins with historian Cynthia Schmidt discussing West African and American Gullah connections reflected in songs and stories in common, as depicted in the documentary, The Language You Cry In. Historian Erskine Clark (Columbia Theological Seminary) expands upon these comparisons in the domain of religion and religious practices. Mid-week, co-directors Stephens and Junda discuss the historical and cultural contexts of Gullah music and explain Gullah musical styles. Wednesday afternoon at the Georgia Historical Society, teachers examine artifacts, documents, photographs, and other records with a view toward selecting a primary source to feature in the development of their group projects. In addition to the scholarly and archival experts, teachers have opportunities to work with Gullah community members: artist Leroy Campbell; Gullah historians Emory Campbell and Cornelia Bailey; and Mary Moran and her son Wilson, descendants of Amelia Dawley whose recorded song made it possible for scholars to identify precisely the Gullah's African origins. For the day trip to remote Sapelo Island, teachers are accompanied by author and community "griot" Cornelia Bailey, one of the last generation born and educated there. The tour of African-American historical sites in Savannah on Wednesday evening is led by Karen Wortham, who produced the documentary, Journey by Faith: A Story of First African Baptist Church. On the last day, teachers discuss group projects (arranged by grade levels and academic backgrounds) and explore ways to integrate the content of the Landmarks project into their teaching.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$191,873 (approved)
$189,604 (awarded)

Grant period:
10/1/2012 – 12/31/2014

Funding details:
Original grant (2012) $179,915
Supplement (2013) $11,958
Supplement (2015) $-2,269


BH-50648-14

University of Connecticut, Stamford (Stamford, CT 06903)
Robert W. Stephens (Project Director: March 2014 to June 2016)
Mary Ellen Junda (Co Project Director: August 2014 to June 2016)
Gullah Voices: Traditions and Transformations

Two one-week workshops for seventy-two school teachers on the history and cultural memory of the Gullah people of Georgia and South Carolina, explored through the arts.

This workshop introduces teachers to the history and rich artistic heritage of the Gullah people, who are direct descendants of slaves who lived on plantations and in farming and fishing communities along the South Carolina and Georgia Sea Islands and coastal lowlands. Their strong community life and geographical isolation enabled the Gullah people to preserve more of the African heritage than other African-American groups in the United States. As a result, the history, stories, beliefs, and creative expressions of the Gullah are critical antecedents to African-American culture and the broader American mosaic, as we know it today. The workshop is based in Savannah, Georgia, to give access to sites of Gullah culture; it incorporates a variety of source types: live performances, sound recordings, written documents, material sites, artifacts, moving and still images, and life-story materials. Each day is organized around cultural themes: Sounds and Traditions: The Sacred World of Black Slaves (Monday); Sounds in Place and Time: The Plantation and the Praise House (Tuesday); Images and Iconography (Wednesday); Stories and Artifacts (Thursday); and Cultural Memories in History: Recollections (Friday). The landmark sites to be visited include Historic Savannah and the Pin Point Heritage Museum; The Georgia Historical Society, a significant archive for primary sources on the Gullah; The Penn Center, a National Historic Landmark on St. Helena Island; and Sapelo Island, a state-protected island located in McIntosh County, Georgia. Directed by Robert Stephens and Mary Ellen Junda (musicologists, University of Connecticut), the workshop features guest presenters Peter Wood (historian, Duke University), Erskine Clarke (historian, Columbia Theological Seminary), Emory Shaw Campbell and Victoria Smalls (historians, Penn Center), Ron Daise (cultural historian, Gullah Geechee Cultural Heritage Commission), Cornelia Bailey (cultural historian and Gullah native), Leroy Campbell (visual artist), and Geechee Gullah Ring Shouters (musicians). Guest lectures explore a wide variety of topics including the story of the African-American religious experiences, the connection between Africa and America, and secular music styles. Participants also attend live performances, workshop demonstrations, and watch the video documentary, The Language You Cry In. Three books have been selected for pre-workshop reading: Lawrence W. Levine's Black Culture and Black Consciousness; Cornelia Bailey's God, Dr. Buzzard, and the Bolito Man; and Wilbur Cross's Gullah Culture in America. Participants are organized into five-member teams to facilitate interaction and collaboration.

Project fields:
African American History; American Studies; Cultural History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,985 (approved)
$179,985 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-250863-16

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: February 2016 to present)
Mary Ellen Junda (Co Project Director: September 2017 to present)
Gullah Voices: Traditions and Transformations

Two one-week workshops for seventy-two schoolteachers on the history and cultural memory of the Gullah people, as expressed through the arts.

The University of Connecticut, in collaboration with Penn Center, the Georgia Historical Society and other sites in the Coastal Lowlands, will present two one-week NEH Landmarks of American History and Culture Workshops in Savannah, GA on July 9-14 and July 16-21, 2017. The sessions will examine the artistic expressions of the Gullah, direct descendants of slaves who worked the rice plantations on the coastal islands off the shores of South Carolina and Georgia. Their history, stories, beliefs, and creative expressions are critical antecedents to African-American culture and the broader American mosaic, as we know it today. The workshop format will follow the African tradition, where the arts are studied as interrelated living experiences rather than as separate entities. Immersion experiences will take place at Penn Center, St. Helena Island, SC; Sapelo Island, McIntosh County, GA; the Georgia Historical Society and Pin Point Heritage Museum, Savannah, GA.

Project fields:
African American History; Music History and Criticism

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,805 (approved)
$179,805 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-231258-15

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: February 2015 to May 2017)
Mary Ellen Junda (Co Project Director: July 2015 to May 2017)
Gullah Voices: Traditions and Transformations

Two one-week workshops for seventy-two school teachers on the history and cultural memory of the Gullah people through the arts.

The University of Connecticut in collaboration with The Penn Cultural Center in St Helena, South Carolina, requests support from the National Endowment for the Humanities to repeat a Landmarks of American History Workshop, Gullah Voices: Traditions and Transformations. We propose to offer two, one-week workshops for 80 (40 in each workshop) middle and secondary school teachers from across the country to explore the history and cultural memory of the Gullah people through the arts. Gullah Voices will take place July 10-15 and July 17-22, 2016 in Savannah, Georgia, a major urban center of Gullah culture, and will include excursions to Landmark sites throughout the Lowcountry, a geographic and cultural region located along the South Carolina and Georgia coasts that includes the Sea Islands.

Project fields:
African American History; American Studies; Cultural History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$177,917 (approved)
$176,409 (awarded)

Grant period:
10/1/2015 – 1/31/2017


BH-261712-18

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: February 2018 to present)
Gullah Voices: Traditions and Transformations

Two one-week workshops for 72 school teachers on Gullah history, culture, and artistic expression.

The University of Connecticut, in collaboration with Penn Center, the Georgia Historical Society and other sites in the Coastal Lowlands, will present two one-week NEH Landmarks of American History and Culture Workshops in Savannah, GA on July 8-12 and July 15-19, 2019. The sessions will examine the artistic expressions of the Gullah, direct descendants of slaves who worked the rice plantations on the coastal islands off the shores of South Carolina and Georgia. Their history, stories, beliefs, and creative expressions are critical antecedents to African-American culture and the broader American mosaic, as we know it today. The workshop format will follow the African tradition, where the arts are studied as interrelated living experiences rather than as separate entities. Immersion experiences will take place at Penn Center, St. Helena Island, SC; Sapelo Island, McIntosh County, GA; the Georgia Historical Society and Pin Point Heritage Museum, Savannah, GA.

[Grant products]

Project fields:
African American History; Music History and Criticism

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$169,833 (approved)
$169,833 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-231011-15

Crow Canyon Archaeological Center, Inc. (Cortez, CO 81321-9408)
Kathleen Stemmler (Project Director: February 2015 to May 2017)
Mesa Verde National Park and the Construction of Pueblo Indian History

Two one-week workshops for seventy-two school teachers to study Pueblo history and culture through the archaeology of Mesa Verde.

Mesa Verde National Park and the Construction of Pueblo Indian History is two one-week residence-based workshops, each for 36 school teachers. The workshops focus on three fundamental questions that touch the lives of Americans today: 1) Who creates America’s history and culture? 2) How do we come to know and appreciate the time depth, people, and activities that comprise the past and inform the present? 3) How did people in the past use their knowledge and creativity to cope with population growth in an ever-changing environment (an interactive cycle known as the Neolithic Demographic Transition, or Neolithic Revolution)? The workshop illustrates these concepts using two historic landmarks: Mesa Verde National Park and the Indian Camp Ranch Archaeological District—both among the world’s greatest archaeological treasures and listed on the National Register of Historic Places.

Project fields:
Anthropology; Cultural History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$175,000 (approved)
$173,800 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50548-13

Crow Canyon Archaeological Center, Inc. (Cortez, CO 81321-9408)
Kathleen Stemmler (Project Director: March 2013 to March 2015)
Mesa Verde National Park: Pueblo Culture in the American Southwest

Two one-week Landmarks workshops for eighty school teachers to study Pueblo history and culture through the archaeology of Mesa Verde.

Two one-week Landmarks workshops for eighty school teachers to study Pueblo history and culture through the archaeology of Mesa Verde. These workshops immerse teachers in the study of America's Pueblo people. Teachers explore the beliefs and practices of the Pueblo and learn, through archaeology, how the Pueblo shaped the physical and cultural landscape of the Mesa Verde region. The workshops take place in two locations, Mesa Verde National Historic Park and its neighboring Indian Camp Ranch Archaeological District. These sites, dating from 500 to 1300 CE, are home to "the greatest number of archaeological sites found anywhere in the U.S." Senior archaeologists Shirley Powell and Mark Varien, and Native Pueblo scholars Donna Pino and Ernest M. Vallo, lead the scholarly team. Books by Powell, Varien, and a new work by Scott Ortman, the award-winning Winds from the North: Tewa Origins and Historical Anthropology, anchor the readings. A set of primary documents compiled by Crow Canyon supplement these texts. On Monday and Tuesday, lectures cover the main themes of ancient Pueblo history; sessions on the laboratory and field methods used by archaeologists introduce teachers to relevant techniques and interpretive methods. Teachers then spend two days in Mesa Verde studying cliff dwellings, rock images, and related artifacts that illuminate Pueblo life. Crow Canyon archaeologists Scott Ortman, Kari Schleher, and Shanna Diederichs give participants the opportunity to study the sites in small groups and to participate in an active excavation. On Friday at Crow Canyon, participants discuss the week's activities with a view toward integrating the academic and field experiences. Participants also have the opportunity to share plans for translating workshop material into the classroom.

Project fields:
Social Sciences, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,724 (approved)
$179,724 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-250849-16

Trustees of Amherst College (Amherst, MA 01002-2372)
Brooke M. Steinhauser (Project Director: February 2016 to present)
Emily Dickinson: Person, Poetry, and Place

Two one-week Landmarks workshops for seventy-two schoolteachers on the poetry of Emily Dickinson in relation to her biography and surroundings.

Unpublished in her lifetime, Emily Dickinson’s poetry is considered among the finest in the English language. Her intriguing biography and the complexity of her poems have bred an intimacy and obsession with the poet and her work that is far more pronounced for Dickinson than for any other American poet. Her poetry is intimately connected with the social, cultural, and natural environment in which she grew up. Through a wide variety of experiences–-study of poetry and letters, lectures, discussions, tours, and inquiry-based workshops--participants will gain a broader and deeper understanding of the poet that will translate tangibly into curriculum projects for their classrooms. By critically considering her biography, her work, and artifacts from her world, participants will emerge from the Workshop as more discerning scholars and better-informed educators. The Emily Dickinson Dickinson Museum will offer two one-week sessions (July 10-14 and 24-28, 2017) for 36 teachers each.

Project fields:
American Literature; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$158,765 (approved)
$148,108 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50411-10

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2010 to April 2012)
Pearl Harbor: History and Memory Across Asia and the Pacific

Two one-week Landmarks workshops for eighty school teachers on the Japanese attack on Pearl Harbor in 1941, its global context, and its place in cultural memory.

The Japanese attack on Pearl Harbor on December 7, 1941 was a seminal event in the 20th century history of the United States. It not only engendered cultural associations for Americans, it forged definitions of American destiny and identity. Pearl Harbor has since become an enduring part of U.S. popular history (and a site of cultural memory) of an event that forever changed the United States, with ramifications that continue to unfold in the United States, Japan, and across the Asia Pacific region. The proposed workshop, "Pearl Harbor: History and Memories Across Asia and the Pacific," will place the Pearl Harbor attack in its proper global context so as to help teachers identify teaching points that address the event's broader historical, social, and cultural relevance for middle and high school humanities curricula.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$180,000 (approved)
$180,000 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50098-06

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: August 2005 to November 2007)
Pearl Harbor: History, Memory, Memorial

Two week-long workshops for 80 school teachers to study the Japanese attack on Pearl Harbor that took place on December 7, 1941, interpreting local sites in their geographical, historical, and cultural contexts.

Pearl Harbor: History, Memory, Memorial

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50008-04

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: August 2003 to June 2005)
Pearl Harbor as Landmark in American History

Two one-week workshops to study the Japanese attack on Pearl Harbor, interpreting local sites in their geographical, historical, and cultural contexts.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$155,922 (approved)
$155,922 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50195-07

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2006 to September 2008)
Pearl Harbor: History, Memory, Memorial

Two one-week workshops for eighty school teachers to study the history and commemoration of the Japanese attack on Pearl Harbor.

In most history books, Pearl Harbor is reduced simply as an event: a treacherous Japanese “sneak attack that incites “slumbering” America to war and ultimately to its victory. Missing is the complexity of causes and legacies of war, including social and cultural—the important lessons of history. This proposal outlines a plan for two weeklong workshops for 80 teachers, held in Honolulu, Hawaii in June and July 2007. The workshop will engage teachers in examining the Pearl Harbor attack and investigating the structuring of that history within broader social, cultural, and historical contexts that emphasize multiple perspectives and connections to global forces, events, and ideas. Participants will apply their workshop learning in web-based lessons and collaborative projects that they develop in peer groups. Project work will begin in October 2006 and end in December 2007.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2006 – 1/31/2008


BH-50237-07

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2007 to July 2009)
Pearl Harbor: History, Memory, Memorial

Two one-week workshops for 80 school teachers to study the history and commemoration of the Japanese attack on Pearl Harbor.

This proposal outlines a plan for two one-week residence-based workshops that provide a combined total of 80 secondary school social studies/history teachers with training and experience in the use and interpretation of the USS Arizona Memorial and related material and archival resources. Through visits to the Memorial, a historic site (and a national shrine) devoted to honoring those who died in the 1941 Japanese attack on Pearl Harbor, lectures by leading scholars, and small group work sessions, participants will explore the historical significance and meanings of the attack and apply their new understanding in their everyday teaching. Project work will begin in October 2007 and end in December 2008.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2007 – 12/31/2008


BH-50292-08

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2008 to March 2011)
Pearl Harbor: History, Memory, Memorial

This proposal outlines a plan for two one-week workshops that provide 80 humanities teachers with training and experience in the use and interpretation of the USS Arizona Memorial, the historic site devoted to honoring those who died in the 1941 Japanese attack on Pearl Harbor, and related material and archival resources. Through historic site visits, lectures by scholars, and sessions led by experienced teachers, participants will explore the historical significance and meanings of the attack. Participants will also develop technology-enhanced lesson plans that apply their new understanding in their teaching.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2008 – 2/28/2010


BH-50313-09

Appalachian State University (Boone, NC 28608-0001)
Neva Jean Specht (Project Director: March 2009 to June 2011)
Not Just a Scenic Road: The Blue Ridge Parkway and Its History

Two one-week workshops for eighty school teachers on the history and culture of the Blue Ridge Parkway.

Appalachian State University seeks funds to offer two, one-week teacher workshops for eighty K-12 teachers during the summer 2010 focusing on the National Park Services' historic Blue Ridge Parkway located just five miles from the University. The Parkway's history reflects some of the most salient themes in United State history. The resources of the University, which include distinguished faculty with expertise in the Parkway and the Appalachian Mountains, as well as the Appalachian Collection, and ready access to the Park itself, make it an ideal venue for the study of this historic landmark.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$189,917 (approved)
$189,917 (awarded)

Grant period:
10/1/2009 – 12/31/2010


BH-50213-07

Appalachian State University (Boone, NC 28608-0001)
Neva Jean Specht (Project Director: March 2007 to July 2009)
Not Just a Scenic Road: The Blue Ridge Parkway and its History

Two one-week workshops for 80 school teachers to explore the first 75 years of the Blue Ridge Parkway as a case study of important themes in early 20th -century U.S. history.

Appalachian State University located less than 5 miles from the Blue Ridge Parkway proposes to engage teachers in workshops that will use the Parkway to explore some of the most salient themes in United State History. Teachers will take part in small group work that will teach primary source analysis-- landscape reading, oral history, government documents, photographs, material culture and map use-- to focus on varous themes in the Parkway's history such as the Great Depression and New Deal, travel and tourism, environmental issues, recreation, race, class, ethnicity, and the laborers who built the Parkway. Teachers will use their aquired skill set and content materials, along with a digital collection of sources on DVD to develop lesson plans. A pre- and post-Blue Ridge Parkway Drive will be one of the ways workshop participants and workshop faclitators will assess the success of the workshop.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$142,761 (approved)
$142,761 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50015-04

Council for Basic Education (Washington, DC 20005-2109)
Thomas P. Somma (Project Director: August 2003 to September 2009)
Joseph R. Phelan (Co Project Director: August 2003 to September 2009)
A Vast and Many Voiced Creation: Congress and the Capitol

Two-week residential workshop for middle and high school history teachers to study the U.S. Capitol, its art and architecture, and how it embodies the ideals and realities of our nation's founding up to the Civil War.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$205,542 (approved)
$140,422 (awarded)

Grant period:
1/1/2004 – 12/31/2004

Funding details:
Original grant (2004) $0
Supplement (2004) $7,555


BH-50024-04

North Carolina Museum of History (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2003 to May 2005)
Crafting Freedom: Thomas Day and Elizabeth Keckly, Black Artisans and Entrepreneurs

Four one-week workshops to examine the history, achievements, and material evidence of black antebellum craftsmen.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$301,000 (approved)
$301,000 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50078-05

North Carolina Department of Cultural Resources (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2004 to September 2006)
Crafting Freedom: Thomas Day and Elizabeth Keckley, Black Artisans and Entrepreneurs

Three one-week workshops for 150 school teachers on the history, achievements, and material evidence of black antebellum craftsmen and entrepreneurs.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$225,317 (approved)
$225,317 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50143-06

North Carolina Department of Cultural Resources (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2005 to March 2007)
Crafting Freedom: Thomas Day and Elizabeth Keckley, Black Artisans and Entrepreneurs

Two one-week workshops for 100 school teachers on the history, achievements, and material evidence of black antebellum craftsmen and entrepreneurs.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$155,000 (approved)
$155,000 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50409-10

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2010 to July 2012)
Crafting Freedom: Black Artisans, Entrepreneurs, and Abolitionists in the Antebellum Upper South

Two one-week Landmarks workshops for eighty school teachers on African-American artisans during the antebellum period, using sites in North Carolina.

The proposed Landmarks workshop "Crafting Freedom:Thomas Day and Elizabeth Keckly, Black Artisans and Entrepreneurs in the Making of America" is centered around three landmarks in the North Carolina Piedmont: the Union Tavern, home and shop of the celebrated free black cabinetmaker Thomas Day (1801-ca. 1861); the Burwell School, girlhood home of the formerly enslaved dressmaker-turned-Lincoln White House-insider Elizabeth Keckly (1817-1907); and Stagville, a major 19th-century tobacco plantation with intact slave quarters and other slave-built structures. These places provide a historically evocative environment in which to uncover the hidden history of African-American artisans and entrepreneurs before the Civil War. By repeating the "Crafting Freedom" workshops in 2011, we will be able to meet the needs of more educators, as well as those who were highly qualified yet not able to be accommodated in the previous nine offerings due to space limitations.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$172,823 (approved)
$172,823 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50419-11

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2011 to April 2016)
Crafting Freedom: Black Artisans, Entrepreneurs and Abolitionists of the Antebellum Upper South

Two one-week Landmarks workshops for eighty school teachers on African-American artisans during the antebellum period, using sites in North Carolina.

"Crafting Freedom: Black Artisans, Entrepreneurs and Abolitionists of the Antebellum Upper South" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on African-American artisans during the antebellum period, at sites in North Carolina. The workshop uses the careers of free African-American artisans Thomas Day, a cabinetmaker, and Elizabeth Keckly, a dressmaker, to illuminate the relationship between race-based slavery and African-American enterprise in the antebellum American South. The project utilizes a number of North Carolina sites, including Day's home and shop, his church, Burwell School (where Keckly was enslaved), and the Stagville tobacco plantation. The faculty includes project director Laurel Sneed (Apprend Foundation), John Michael Vlach (American studies, George Washington University), Juanita Holland (independent historian), Peter Wood (history, Duke University), and Michele Ware (English, North Carolina Central University); the program also includes presentations by African-American artisans.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$175,036 (approved)
$172,022 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-50467-12

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2012 to May 2015)
Crafting Freedom: Black Artisans, Entrepreneurs, and Abolitionists of the Antebellum Upper South

Two one-week workshops for eighty school teachers on African-American entrepreneurship in the antebellum South, as represented by Thomas Day and Elizabeth Keckly.

Two one-week workshops for eighty school teachers on African-American entrepreneurship in the antebellum South, as represented by Thomas Day and Elizabeth Keckly. This workshop uses the lives of two independent artisans to illuminate the African-American experience in antebellum America. Thomas Day, a free black artisan in Milton, North Carolina, was "one of the most prominent furniture makers in the antebellum South." Elizabeth Keckly from Caswell, North Carolina, who purchased her freedom from slavery, became proprietor of a shop in Washington, DC, where she was a dressmaker for and confidante of Mary Todd Lincoln. The lives of Day and Keckly illuminate a "central paradox of American history: how the institution of race-based slavery coexisted with the expansion of political rights and economic opportunities for most Americans in the 19th century" and how the entrepreneurial activities of free artisans, although not typical of the time, advanced independent economic, social, and political life in the Southern black community. The participants visit Union Tavern, the home and shop of Thomas Day; the town of Milton; Burwell School, where Elizabeth Keckly grew up in slavery; and Stagwell Plantation. Among the key topics are the advancement of African-American freedom through business enterprise, management activities on slave plantations, artisanship, and artistic expression. The workshop faculty includes Laurel Sneed (Apprend Foundation), Peter Wood (history, Duke University), William Andrews (English, University of North Carolina), Juanita Holland (independent historian), Michele Ware (English, North Carolina Central University), site staff, and contemporary African-American artisans. Master teachers assist the participants in the development of lesson plans. The participants read Keckly's memoirs and recent writings by scholars, including William Andrews and Peter Wood.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$186,770 (approved)
$186,770 (awarded)

Grant period:
10/1/2012 – 12/31/2014

Funding details:
Original grant (2012) $174,770
Supplement (2013) $12,000


BH-250757-16

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: February 2016 to present)
Crafting Freedom: African-American Entrepreneurs in the Antebellum South

Two one-week workshops for seventy-two schoolteachers on African-American entrepreneurship in the antebellum South, exemplified by Thomas Day and Elizabeth Keckly.

The Apprend Foundation, Inc. of Research Triangle Park, North Carolina proposes offering "Crafting Freedom 2017: African American Entrepreneurs in the Antebellum South," a Landmarks of American History and Culture Workshop, in collaboration with five North Carolina historic sites: the Burwell School in Hillsborough; the Union Tavern and Milton Presbyterian Church in Milton; Stagville Plantation in Durham; and the Wilson Library at the University of North Carolina at Chapel Hill. "Crafting Freedom" engages K–12 educators in the theme of African-American agency by exploring the art and craft production, actions of resistance, and the literary works of a dozen little known yet historically significant Southern African Americans. Free black cabinetmaker Thomas Day (1801–ca. 1861) and formerly enslaved dressmaker–turned–Lincoln White House–insider Elizabeth Keckly (1817–1907) are the major black entrepreneurs featured in the workshop and at three of the five sites.

Project fields:
African American History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$178,498 (approved)
$178,498 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50670-14

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2014 to May 2016)
Crafting Freedom: African-American Entrepreneurs in the Antebellum South

Two one-week workshops for seventy-two school teachers on African-American entrepreneurship in the antebellum South, exemplified by Thomas Day and Elizabeth Keckly.

"Crafting Freedom" refers to the ways that African Americans, despite their enslavement or second-class status even as free blacks, were active agents in their own and others' liberation during the era of slavery. The workshop concentrates on Thomas Day (1801-ca. 1861), a furniture maker, and Elizabeth Keckly (1818-1907), a dress designer for the wives of Washington’s elite. In concert with a dozen other "freedom crafters" presented in the workshop, their stories individually and collectively convey the themes of 1) crafting freedom by making money as artisans and entrepreneurs to purchase freedom or to gain greater opportunities for themselves and others; 2) crafting freedom by using cunning and political savvy to resist slavery and to create a more equal and truly democratic society; and 3) crafting freedom through creative expression in the form of hand-made art and craft objects, as well as through poems, essays, and political writing. In addition to the primary examples of Day and Keckly, the teachers explore the stories of twelve other Southern black artisans, entrepreneurs, and abolitionists presented in the Crafting Freedom website: Henry "Box" Brown, Reverend John Day, David Drake or "Dave the Potter," Frances Ellen Watkins Harper, George Moses Horton, Harriet Jacobs, Lunsford Lane, Edmonia Lewis, Harriet Powers, William H. Singleton, Sally Thomas, and David Walker. A broad range of approaches is used to convey the "lived experiences" of these individuals, such as visits to landmarks where they lived and worked, lectures, re-enactments, short videos, hands-on artisan demonstrations, and study of primary source material. Participants visit Union Tavern, the home and shop of Thomas Day; the town of Milton; Burwell School, where Elizabeth Keckly grew up in slavery; and Stagwell Plantation. Led by Laurel Sneed (Apprend Foundation), workshop faculty include William Andrews (English, University of North Carolina), Juanita Holland (independent historian), Michele Ware (English, North Carolina Central University), and Peter Wood (history, Duke University). Master teachers assist the participants in the development of lesson plans.

Project fields:
African American History; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$172,203 (approved)
$172,203 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-250899-16

Tulane University (New Orleans, LA 70118-5698)
Rebecca Snedeker (Project Director: February 2016 to December 2019)
New Orleans: Music, Culture, and Civil Rights

Two one-week workshops for seventy-two K-12 schoolteachers on the history and musical cultures of New Orleans.

The “City of New Orleans: A Landmark of American Music and Civil Rights” teacher workshop project aims to implement two immersive 5-day experiences at Tulane University and several locations throughout New Orleans in Summer 2017. Each week-long workshop will introduce participants to the evolution of New Orleans music, from its earliest beginnings to present day. All along the way, the development of this music will be situated within historical and cultural contexts, and in relation to the evolution of human and civil rights. Drawing from cutting-edge scholars, luminous performers, and Co-Director Sonya Robinson’s inquiry-driven practice, these experiences promise to nourish, challenge, and inspire teachers, and in turn enrich their classrooms.

Project fields:
African American History; Ethnomusicology; Urban Studies

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$159,343 (approved)
$158,619 (awarded)

Grant period:
12/1/2016 – 12/31/2017


BH-261744-18

Tulane University (New Orleans, LA 70118-5698)
Rebecca Snedeker (Project Director: February 2018 to present)
Sonya Robinson (Co Project Director: August 2018 to present)
Bruce Barnes (Co Project Director: August 2018 to present)
New Orleans: Music, Culture, and Civil Rights

Two one-week workshops for 72 school teachers on the civil rights history and musical cultures of New Orleans.

The “New Orleans: Music, Culture, and Civil Rights” teacher workshop project aims to implement two immersive 5-day experiences at Tulane University and several locations throughout New Orleans in Summer 2019. Each week-long workshop will introduce participants to the evolution of New Orleans music and culture, from the city's earliest beginnings to present day. All along the way, this development will be situated within historical contexts and in relation to the evolution of human and civil rights. Built on an inquiry-driven practice and drawing from cutting-edge scholars, luminous performers, local civil rights leaders and the workshop co-directors' well of knowledge and spirit, these experiences promise to nourish, challenge, and inspire teachers, and in turn enrich their classrooms.

Project fields:
African American History; Ethnomusicology; Urban Studies

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$160,371 (approved)
$160,371 (awarded)

Grant period:
10/1/2018 – 6/30/2020


BH-50226-07

Wyoming Humanities Council (Laramie, WY 82072-3459)
Marcia Wolter Britton (Project Director: March 2007 to August 2013)
Shannon D. Smith (Project Director: August 2013 to June 2009)
Women's Suffrage on the Western Frontier

Two one-week workshops for 80 school teachers investigating women's suffrage in the West at a number of Wyoming landmarks.

The Wyoming Humanities Council and the University of Wyoming's College of Education, in partnership with the Wyoming State Department of Parks and Cultural Resources, propose to conduct two one-week summer teacher workshops in 2008 that will feature the South Pass National Historic Landmark and South Pass City State Historic Site. These sites in the American West provided the surprising backdrop for the first women's suffrage act, passed during the 1869 Wyoming Territorial Legislature. The NEH Landmarks of American History and Culture grant proposal is a reapplication. In 2006, 74 teacher participants found the sites and the Wyoming women's suffrage case study to be both startling and revealing as they explored the central question of the workshop--why did women's suffrage first take root in the western states at places like South Pass City, rather than in the East where the established suffrage organizations placed their emphasis and hope?

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$151,391 (approved)
$151,391 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50268-08

Wyoming Humanities Council (Laramie, WY 82072-3459)
Marcia Wolter Britton (Project Director: March 2008 to August 2013)
Shannon D. Smith (Project Director: August 2013 to June 2010)
NEH Landmarks of American History and Culture Workshops for School Teachers: Women's Suffrage on the Western Frontier

The Wyoming Humanities Council and the University of Wyoming's College of Education, in partnership with the Wyoming State Department of Parks and Cultural Resources, propose to conduct two one-week summer teacher workshops in 2009 that will feature the South Pass National Historic Landmark and South Pass City State Historic Site. These sites in the American West provided the surprising backdrop for the first women's suffrage act, passed during the 1869 Wyoming Territorial Legislature. The 2009 NEH Landmarks of American History and Culture grant proposal is a reapplication, a repeat of NEH grant awards in 2006 and 2008. Teacher participants found the sites and the Wyoming women's suffrage case study to be revealing as they explored the central question of the workshop-- why did women's suffrage first take root in the western states at places like South Pass City, rather than in the East where the established suffrage organizations placed their emphasis and hope?

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$160,791 (approved)
$160,791 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50366-10

California State University, Northridge (Northridge, CA 91330-0001)
Josh Sides (Project Director: March 2010 to June 2012)
The Spanish and Mexican Influences on California, 1769-1884

Two one-week Landmarks workshops for eighty school teachers on the Spanish and Mexican influence in California, using sites in the Los Angeles area.

The Spanish and Mexican influence on California was profound, and it shaped the evolution of what became the American West. "The Spanish and Mexican Influence" workshop seeks to enrich teachers' understanding of the period between the establishment of the first Spanish mission in California in 1769 and the publication of the Ramona in 1884, a book that provided a popular, though historically inaccurate, account of the era that informed American understandings of the period. The History Dept. at California State University, Northridge seeks to enhance the curriculum of social studies and history teachers (grades 6-12) throughout the US by helping them develop an understanding of the Spanish and Mexican influence on California by focusing on 5 key themes illustrated by historical landmarks: land use at Rancho Los Cerritos, religion at Mission San Fernando, architecture at the Los Angeles Plaza, ethnic conflict at the Yorba-Slaughter Adobe, and historical memory at Rancho Camulos.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$157,005 (approved)
$157,005 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-261645-18

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: February 2018 to present)
Randi Jill Storch (Co Project Director: August 2018 to present)
Forever Wild: The Adirondacks in the Gilded Age and Progressive Era

Two one-week workshops for 72 school teachers using the Adirondacks to explore the interconnections of urban and wilderness environments in late nineteenth- and early twentieth-century America.

Forever Wild: The Adirondacks in the Gilded Age and Progressive Era is a collaborative effort providing an unparalleled opportunity for teachers to investigate the late 19th century and early 20th century period from the unique perspective of the wilderness.

[Grant products]

Project fields:
Cultural History; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$165,198 (approved)
$165,198 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-231166-15

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: February 2015 to August 2017)
Randi Jill Storch (Co Project Director: July 2015 to August 2017)
Forever Wild: The Adirondacks in the Gilded Age and Progressive Era

Two one-week workshops for seventy-two school teachers using the Adirondacks to explore the interconnections of urban and wilderness environments in late nineteenth- and early twentieth-century America.

Forever Wild: The Adirondacks in the Gilded Age and Progressive Era is a collaborative effort providing an unparalleled opportunity for teachers to investigate the late 19th century and early 20th century period from the unique perspective of the wilderness. Based at Camp Huntington, the first Adirondack Great Camp built in the 1870s, Forever Wild engages participants in a dialogue focused on the workshop's central question: what did wilderness mean to Americans during the Gilded Age and Progressive Era? The many answers provide teachers with the multidimensional view of the period that will enrich their students' understanding of this decisive era. The project's goal is to enable teachers to develop a deeper understanding of the interconnection between the histories of the urban and the wild while furthering teachers' instructional skills.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,900 (approved)
$178,994 (awarded)

Grant period:
10/1/2015 – 3/31/2017


BH-50618-14

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: March 2014 to June 2016)
Forever Wild: The Adirondacks in the Gilded Age and Progressive Era

Two one-week workshops for seventy-two school teachers using the Adirondacks to understand the meaning and influence of wilderness environments in late nineteenth- and early twentieth-century America.

This workshop, directed by historians Kevin Sheets and Randi Storch (State University of New York College of Cortland [SUNY Cortland]), explores the social, cultural, political, and economic relevance of the Adirondack wilderness to the history of the Gilded Age and the Progressive Era, which is taught with an urban focus. Participants learn on-site at three Adirondack Great Camps (Camp Huntington, which now belongs to SUNY Cortland, and those of the Vanderbilts and J.P. Morgan) and two museums (Adirondack Museum and 1890 House Museum), as well as on contrasting walking tours in urban Cortland and on Adirondack camp trails. Monday's focus on "Innovation, Industrialization and Domestic Life of the Gilded Age" takes Cortland as a case study for understanding life in a nineteenth-century manufacturing town. Participants work with collections at the 1890 House Museum, modeling historians' process of inquiry and interpretation. Discussing novels (by Theodore Dreiser and, more recently, by Jennifer Donnelly) that fictionalize the 1906 murder of Cortland factory worker Grace Brown, they explore the interpretation of historical events through literature. The focus on Tuesday is the cultural and aesthetic ideal of the wilderness and how Americans of the era defined "wilderness" and "nature" in contrast with the urban experience. Primary source texts and period photographs in the archive and library at Camp Huntington help illuminate the role of "wilderness" in Gilded Age ideas of masculinity, class, and nation building. Wednesday's theme, "From Enchanted Forest to Lumber Mill," focuses on the economic interdependence of city and wilderness. Adirondack Museum curators guide participants through exhibits on the region's industries and help them engage with the museum's collections and historic structures, ranging from a nineteenth-century one-room log cabin hotel to a luxurious early-twentieth-century Pullman railcar. Thursday's topic turns to "Domesticating the Wild," with study of the Great Camps that industrialists built as "civilized" retreats in the wilderness for their leisure pursuits. On Friday, "wilderness" is considered as a focus of political conflict, most notably in the 1894 debate over protecting the Adirondack forest preserve as "forever wild" in the revised state constitution. Historian Rebecca Edwards (Vassar College) situates these contentions among industrialists, reformers, and naturalists in their Progressive-Era political context. Workshop readings include excerpts from primary sources of the era, as well as such secondary works as William Cronon's essay "The Trouble with Wilderness," and selections from book-length studies by Philip Terrie, Forever Wild: A Cultural History of Wilderness in the Adirondacks, and Gail Bederman, Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880-1917.

[Media coverage]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$178,809 (approved)
$178,809 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-50495-12

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: March 2012 to March 2015)
Randi Jill Storch (Co Project Director: August 2012 to March 2015)
Forever Wild: The Adirondacks in the Gilded Age and Progressive Era

Two one-week workshops for eighty school teachers using the Adirondacks to understand the interconnections of urban and wilderness environments in late nineteenth- and early twentieth-century America.

Two one-week workshops for eighty school teachers using the Adirondacks to understand the interconnections of urban and wilderness environments in late nineteenth- and early twentieth-century America. Directed by historians Kevin Sheets and Randi Storch (State University of New York College of Cortland [SUNY Cortland]), this workshop explores "the social, cultural, political, and economic relevance of the Adirondack wilderness" to the history of the Gilded Age and the Progressive Era, which has often been taught with an urban focus. Participants learn on-site at three Adirondack Great Camps (Camp Huntington, which now belongs to SUNY Cortland, and those of the Vanderbilts and J.P. Morgan) and two museums (Adirondack Museum, 1890 House Museum), as well as on contrasting walking tours in urban Cortland and on Adirondack camp trails. Monday's focus on "Innovation, Industrialization and Domestic Life of the Gilded Age" takes Cortland as a case study for understanding life in a nineteenth-century manufacturing town. Participants work with collections at the 1890s House Museum, modeling historians' process of inquiry and interpretation. Discussing Theodore Dreiser's An American Tragedy, which fictionalizes the 1906 murder of Cortland factory worker Grace Brown, they explore the interpretation of historical events through literature. The focus on Tuesday is the cultural and aesthetic ideal of the wilderness, and how Americans of the era defined "wilderness" and "nature" in contrast with the urban experience. Primary source texts and period photographs in the archive and library at Camp Huntington help illuminate the role of "wilderness" in Gilded Age ideas of masculinity, class, and nation building. Wednesday's theme, "From Enchanted Forest to Lumber Mill," focuses on the economic interdependence of city and wilderness. Adirondack Museum curators guide participants through exhibits on the region's industries and help them engage with the museum's collections and historic structures, ranging from a nineteenth-century one-room log cabin hotel to a luxurious early-twentieth-century Pullman railcar. Thursday's topic turns to "Domesticating the Wild," with study of the Great Camps that industrialists built as "civilized" retreats in the wilderness for their lesiure pursuits. On Friday, "wilderness" is considered as a focus of political conflict, most notably in the 1894 debate over protecting the Adirondack forest preserve as "forever wild" in the revised state constitution. Historian Rebecca Edwards (Vassar College) situates these contentions among industrialists, reformers, and naturalists in their progressive-era political context. Workshop readings include writings by Theodore Roosevelt on "the strenuous life" and selections from Philip Terrie's Forever Wild: A Cultural History of Wilderness in the Adirondacks, William Cronon's Nature's Metropolis, Edwards's New Spirits: Americans in the Gilded Age, Robert Cherny's American Politics in the Gilded Age, and Philip DeLoria's Playing Indian.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Totals:
$179,279 (approved)
$159,963 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-50497-12

Wright on the Park, Inc. (Mason City, IA 50402-0792)
Patricia Ann Schultz (Project Director: March 2012 to April 2016)
Frank Lloyd Wright and the Prairie School in the Midwest

Two one-week workshops for eighty school teachers on the architecture of Frank Lloyd Wright and the Prairie School in Mason City, Iowa.

Two one-week workshops for eighty school teachers on the architecture of Frank Lloyd Wright and the Prairie School in Mason City, Iowa. This workshop focuses on Frank Lloyd Wright and the Prairie School of architecture, led by co-directors Paula Mohr (architectural historian, Iowa State Historic Preservation Office) and Pat Schultz (chair,Wright on the Park's Education Committee). The Historic Park Inn Hotel, the world's last remaining hotel designed by Wright, serves as workshop headquarters, for seminars as well as participants' lodging, and is itself the focus of a detailed tour on Monday. Architectural historian Richard Guy Wilson (University of Virginia) offers several sessions in the first few days, discussing the role of architecture in the study of history and culture, the origins of the Prairie School and Wright's early work, and the relationship between the Arts and Crafts movement and the Prairie School. Midweek in the Rock Crest and Rock Glen neighborhoods, participants tour the Stockman House, designed by Wright, alongside three houses by Prairie School architects Walter Burley Griffin and Marion Mahony. Historian Paul Kruty (University of Illinois at Urbana-Champaign) gives presentations on Griffin and Mahony and on the design for the neighborhood. Dennis Domer (American studies, University of Kansas) discusses Prairie School landscape design, and art historian Barbara Mooney (University of Iowa) places the Prairie School's work in the context of other Midwestern architecture of the time. The program's final day includes a Mason City walking tour aimed to "illustrate how the study of any community's architecture can serve as an effective tool for teaching art, history, and culture." A roundtable of participant presentations and concluding sessions on Wright's legacy and pedagogical strategies bring the workshop to a close.

Project fields:
Architecture

Program:
Landmarks of American History

Division: