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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 present)

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

Total amounts:
$179,713 (approved)
$170,434 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-231310-15

Japanese American Citizens League (San Francisco, CA 94115-3217)
William Yoshino (Project Director: February 2015 to present)

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

Total amounts:
$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 present)

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

Total amounts:
$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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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

Total amounts:
$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 present)

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.

Project fields:
Political Science, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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

Total amounts:
$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 present)

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

Total amounts:
$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 present)

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

Total amounts:
$179,548 (approved)
$179,548 (awarded)

Grant period:
10/1/2012 – 12/31/2013


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

Total amounts:
$170,000 (approved)
$170,000 (awarded)

Grant period:
10/1/2018 – 12/31/2019


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

Total amounts:
$180,000 (approved)
$180,000 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50524-12

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2012 to present)

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

Total amounts:
$179,986 (approved)
$175,087 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-50263-08

Converse College (Spartanburg, SC 29302-0006)
Melissa Walker (Project Director: March 2008 to present)

Partisans and Redcoats: The American Revolution in the Southern Backcountry

No project description available

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,590 (approved)
$149,590 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50386-10

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2010 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$128,134 (approved)
$128,134 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50680-14

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Timothy D. Walker (Project Director: March 2014 to present)

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

Total amounts:
$170,304 (approved)
$160,691 (awarded)

Grant period:
10/1/2014 – 3/31/2016


BH-50054-05

Canal Corridor Association - Gaylord Building Historic Site (Lockport, IL 60441-2878)
Ronald Vasile (Project Director: August 2004 to present)

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

Total amounts:
$198,030 (approved)
$195,000 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50006-04

Canal Corridor Association - Gaylord Building Historic Site (Lockport, IL 60441-2878)
Ronald Vasile (Project Director: August 2003 to present)

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

Total amounts:
$225,819 (approved)
$217,419 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50079-05

Northern Illinois University (DeKalb, IL 60115-2828)
Drew VandeCreek (Project Director: August 2004 to present)

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

Total amounts:
$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 present)
Francis J. Bremer (Co Project Director: August 2003 to present)

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

Total amounts:
$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 present)

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

Total amounts:
$135,678 (approved)
$110,683 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50194-07

Claremont Graduate University (Claremont, CA 91711-5909)
Michael Uhlmann (Project Director: March 2006 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$111,081 (approved)
$111,081 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50134-06

Claremont Graduate University (Claremont, CA 91711-5909)
Michael Uhlmann (Project Director: August 2005 to present)

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

Total amounts:
$110,661 (approved)
$107,355 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50641-14

Historical Society of Pennsylvania (Philadelphia, PA 19107-5699)
Beth A. Twiss-Houting (Project Director: March 2014 to present)

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

Total amounts:
$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 present)
Brian D. Schoen (Co Project Director: July 2011 to present)

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

Total amounts:
$184,111 (approved)
$170,258 (awarded)

Grant period:
10/1/2011 – 12/31/2012


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

Total amounts:
$156,696 (approved)
$156,696 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50626-14

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: March 2014 to present)

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

Total amounts:
$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 present)

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

Total amounts:
$158,115 (approved)
$149,476 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50554-13

SUNY Research Foundation, College at Brockport (Brockport, NY 14420-2997)
Jose R. Torre (Project Director: March 2013 to present)

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

Total amounts:
$157,090 (approved)
$155,824 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50488-12

Kentucky Historical Society (Frankfort, KY 40601-1931)
Tim Talbott (Project Director: March 2012 to present)

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

Total amounts:
$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 present)
Alison Bruesehoff (Co Project Director: March 2010 to present)

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.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$171,788 (approved)
$171,788 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50661-14

Old Dominion University Research Foundation (Norfolk, VA 23508-0369)
Yonghee Suh (Project Director: March 2014 to present)

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

Total amounts:
$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

Total amounts:
$170,000 (approved)
$169,390 (awarded)

Grant period:
10/1/2019 – 12/31/2020


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

Total amounts:
$175,813 (approved)
$175,813 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-231203-15

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: February 2015 to present)

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

Total amounts:
$173,629 (approved)
$165,543 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50630-14

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2014 to present)

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

Total amounts:
$169,232 (approved)
$151,209 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-50379-10

Fort Ticonderoga Association (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2010 to present)

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.

Project fields:
Museum Studies or Historical Preservation

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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

Total amounts:
$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 present)

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

Total amounts:
$149,968 (approved)
$149,968 (awarded)

Grant period:
1/1/2005 – 6/30/2006


BH-50648-14

University of Connecticut, Stamford (Stamford, CT 06903)
Robert W. Stephens (Project Director: March 2014 to present)
Mary Ellen Junda (Co Project Director: August 2014 to present)

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

Total amounts:
$179,985 (approved)
$179,985 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-231258-15

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: February 2015 to present)
Mary Ellen Junda (Co Project Director: July 2015 to present)

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

Total amounts:
$177,917 (approved)
$176,409 (awarded)

Grant period:
10/1/2015 – 1/31/2017


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

Total amounts:
$179,805 (approved)
$179,805 (awarded)

Grant period:
10/1/2016 – 12/31/2017


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.

Project fields:
African American History; Music History and Criticism

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$169,833 (approved)
$169,833 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-50522-12

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (Project Director: March 2012 to present)
Mary Ellen Junda (Co Project Director: July 2012 to present)

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

Total amounts:
$191,873 (approved)
$189,604 (awarded)

Grant period:
10/1/2012 – 12/31/2014

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


BH-231011-15

Crow Canyon Archaeological Center (Cortez, CO 81321-9408)
Kathleen Stemmler (Project Director: February 2015 to present)

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

Total amounts:
$175,000 (approved)
$173,800 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50548-13

Crow Canyon Archaeological Center (Cortez, CO 81321-9408)
Kathleen Stemmler (Project Director: March 2013 to present)

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

Total amounts:
$179,724 (approved)
$179,724 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-250849-16

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

Total amounts:
$158,765 (approved)
$158,765 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50237-07

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2007 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2007 – 12/31/2008


BH-50098-06

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: August 2005 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$150,000 (approved)
$150,000 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50292-08

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2008 to present)

Pearl Harbor: History, Memory, Memorial

No project description available

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2008 – 2/28/2010


BH-50008-04

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: August 2003 to present)

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

Total amounts:
$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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2006 – 1/31/2008


BH-50411-10

East-West Center (Honolulu, HI 96848-1601)
Namji Steinemann (Project Director: March 2010 to present)

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.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$180,000 (approved)
$180,000 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50313-09

Appalachian State University (Boone, NC 28608-0001)
Neva Jean Specht (Project Director: March 2009 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)
Joseph R. Phelan (Co Project Director: August 2003 to present)

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

Total amounts:
$205,542 (approved)
$140,422 (awarded)

Grant period:
1/1/2004 – 12/31/2004

Funding details:
Original grant (2004) $65,120
Supplement (2004) $7,555


BH-50078-05

North Carolina Department of Cultural Resources (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2004 to present)

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

Total amounts:
$225,317 (approved)
$225,317 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50024-04

North Carolina Museum of History (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2003 to present)

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

Total amounts:
$301,000 (approved)
$301,000 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50467-12

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2012 to present)

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

Total amounts:
$186,770 (approved)
$186,770 (awarded)

Grant period:
10/1/2012 – 12/31/2014

Funding details:
Original grant (2012) $0
Supplement (2013) $12,000


BH-50409-10

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2010 to present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$172,823 (approved)
$172,823 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50670-14

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2014 to present)

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

Total amounts:
$172,203 (approved)
$172,203 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-50419-11

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed (Project Director: March 2011 to present)

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

Total amounts:
$175,036 (approved)
$172,022 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-50143-06

North Carolina Department of Cultural Resources (Raleigh, NC 27601-1023)
Laurel Sneed (Project Director: August 2005 to present)

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

Total amounts:
$155,000 (approved)
$155,000 (awarded)

Grant period:
1/1/2006 – 12/31/2006


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

Total amounts:
$178,498 (approved)
$178,498 (awarded)

Grant period:
10/1/2016 – 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

Total amounts:
$160,371 (approved)
$160,371 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-250899-16

Tulane University (New Orleans, LA 70118-5698)
Rebecca Snedeker (Project Director: February 2016 to present)

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

Total amounts:
$159,343 (approved)
$159,343 (awarded)

Grant period:
12/1/2016 – 12/31/2017


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 present)

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.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

NEH Landmarks of American History and Culture Workshops for School Teachers: Women's Suffrage on the Western Frontier

No project description available

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$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 present)

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.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$157,005 (approved)
$157,005 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50618-14

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: March 2014 to present)

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

Total amounts:
$178,809 (approved)
$178,809 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-231166-15

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: February 2015 to present)
Randi Jill Storch (Co Project Director: July 2015 to present)

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

Total amounts:
$179,900 (approved)
$178,994 (awarded)

Grant period:
10/1/2015 – 3/31/2017


BH-50495-12

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: March 2012 to present)
Randi Jill Storch (Co Project Director: August 2012 to present)

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

Total amounts:
$179,279 (approved)
$159,963 (awarded)

Grant period:
10/1/2012 – 12/31/2013


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.

Project fields:
Cultural History; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$165,198 (approved)
$165,198 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-50497-12

Wright on the Park, Inc. (Mason City, IA 50402-0792)
Patricia Ann Schultz (Project Director: March 2012 to present)

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:
Education Programs

Total amounts:
$179,993 (approved)
$179,993 (awarded)

Grant period:
10/1/2012 – 12/31/2013


BH-50470-12

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher (Project Director: March 2012 to present)

Jump at the Sun: Zora Neale Hurston and Her Eatonville Roots

Two one-week workshops for eighty school teachers on the life and work of Zora Neale Hurston.

Two one-week workshops for eighty school teachers on the life and work of Zora Neale Hurston. Zora Neale Hurston (1891-1960), renowned for both her fiction writing and her scholarly research as a collector of African-American folklore, spent much of her childhood in the small town of Eatonville, Florida, which was founded by freed slaves in 1886. During this workshop, participants explore Hurston's Eatonville roots, her folkloric and literary endeavors, her participation in the Harlem Renaissance, and her final years in Fort Pierce, Florida. Historian Julian Chambliss (Rollins College); literary scholars Houston A. Baker (Vanderbilt University), Jill Jones (Rollins College), and Maurice O'Sullivan (Rollins College); preservationist N.Y. Nathiri (Association to Preserve the Eatonville Community); Chautauqua interpreter Phyllis McEwen; and Hurston biographer Valerie Boyd (University of Georgia) join lead scholar Heather Russell (Florida International University) in this consideration of Hurston and her milieu. Participants take walking tours of Eatonville and Fort Pierce, examine Hurston documents at the Rollins College archive, view an exhibit on Hurston and Eatonville at the Maitland Art Center, explore her folklore writings collected on the Library of Congress's American Memory site, work on curriculum projects, and watch a theatrical presentation of songs and stories that the author collected in central Florida. Readings include, among other works and resources, Hurston's masterwork, Their Eyes Were Watching God, and other writings; Valerie Boyd, Wrapped in Rainbows: The Life of Zora Neale Hurston; and Robert Hemenway, Zora Neale Hurston: A Literary Biography.

Project fields:
Interdisciplinary Studies, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,500 (approved)
$169,850 (awarded)

Grant period:
10/1/2012 – 12/31/2014


BH-50297-08

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher (Project Director: March 2008 to present)

Jump at the Sun: Zora Neale Hurston and her Eastonville Roots

No project description available

Project fields:
American Literature

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$167,465 (approved)
$159,465 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50231-07

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher (Project Director: March 2007 to present)

Jump at the Sun: Zora Neale Hurston and Her Eatonville Roots

Three one-week workshops for 120 school teachers to explore Zora Neale Hurston's life and work in the context of her hometown, Eatonville, Florida

Project fields:
Interdisciplinary Studies, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$189,435 (approved)
$189,435 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50367-10

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher (Project Director: March 2010 to present)

Jump at the Sun: Zora Neale Hurston & Her Eatonville Roots

Two one-week Landmarks workshops for eighty school teachers on African-American folklorist and author Zora Neale Hurston and her formative years in Eatonville, Florida.

Project fields:
Interdisciplinary Studies, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,745 (approved)
$174,566 (awarded)

Grant period:
10/1/2010 – 12/31/2012


BH-50302-09

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher (Project Director: March 2009 to present)

Jump at the Sun: Zora Neale Hurston & Her Eatonville Roots

Two one-week Landmarks workshops for eighty school teachers on African-American folklorist and author Zora Neale Hurston and her formative years in Eatonville, Florida.

Project fields:
Interdisciplinary Studies, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$159,430 (approved)
$155,704 (awarded)

Grant period:
10/1/2009 – 12/31/2010


BH-50375-10

National Constitution Center (Philadelphia, PA 19106-1514)
Steve M. Frank (Project Director: March 2010 to March 2012)
Kerry Sautner (Project Director: March 2012 to present)
Kerry Sautner (Co Project Director: August 2010 to present)

A Revolution in Government: Philadelphia and the Creation of the American Republic

Two one-week Landmarks workshops for eighty school teachers on the historic formation and importance of the Declaration of Independence and the U. S. Constitution.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$167,360 (approved)
$167,360 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50174-07

Architecture Resource Center (New Haven, CT 06511-4701)
Anna M. Sanko (Project Director: March 2006 to present)

Encompassing Amistad: The African American Struggle for Citizenship, 1770-1850

Two one-week workshops for eighty school teachers to study the history of New England slavery at sites throughout Connecticut.

Project fields:
American Studies

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$135,000 (approved)
$134,500 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50311-09

University of New Mexico (Albuquerque, NM 87131-0001)
Rebecca Maria Sanchez (Project Director: March 2009 to present)

Contested Homelands: Unpacking the Knowledge, History and Culture of Historic Santa Fe, New Mexico

Two one-week workshops for eighty schoolteachers on the history of interactions between Native Americans and European settlers in Santa Fe.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$160,754 (approved)
$160,754 (awarded)

Grant period:
10/1/2009 – 12/31/2010


BH-50434-11

University of New Mexico (Albuquerque, NM 87131-0001)
Rebecca Maria Sanchez (Project Director: March 2011 to present)

Contested Homelands: Knowledge, History and Culture of Historic Santa Fe

Two one-week Landmarks workshops for eighty school teachers on the history of interactions between Native Americans and Spanish and Anglo settlers in Santa Fe.

"Contested Homelands: Knowledge, History and Culture of Historic Santa Fe" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty schoolteachers on the history of interactions between Native Americans and European settlers in Santa Fe. The program considers the ways in which Native Americans, Spanish and Mexican colonists, and settlers have interacted in Santa Fe and the surrounding communities over the past 400 years. The workshops begin with a discussion of the framing concept of "homelands," examining the processes of colonization and resistance that characterized the Santa Fe region. They then turn to the ways that religion, artistic production, history, and memory shape the relationship of peoples to their homelands and consider how historic sites reflect contested claims to, and conflicting perceptions of, homelands. Sites under examination include Pecos National Park, where participants learn about the pre-colonial Pueblo system; vestiges of El Camino Real de Tierra Adentro, the road linking Santa Fe to Mexico City; the Palace of the Governors, built in the early seventeenth century as Santa Fe's administrative center and the site of many workshop sessions; the Governor Bent house, home of the territorial governor who was killed by a group of Indians and Mexicans in protest against American rule; and Taos Pueblo, a UNESCO World Heritage site. Participants also visit the New Mexico Museum of Art and the Wheelwright Museum of the Native American and work with primary sources from the New Mexico State Archives and Library. In addition to project director Rebecca Sánchez, an expert in social studies education, workshop faculty members include historians Estevan Rael-Gálvez (New Mexico State Historian), Joseph Sánchez (Spanish Colonial Research Center, University of New Mexico), and Thomas Chávez (independent scholar and director emeritus, Palace of the Governors); anthropologist Frances Levine (Palace of the Governors); and education professors Quincy Spurlin (University of New Mexico) and Glenabah Martinez (University of New Mexico), as well as artists, archivists, and curatorial staff.

[Grant products]

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$164,163 (approved)
$153,097 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-267048-19

Crow Canyon Archaeological Center (Cortez, CO 81321-9408)
Sean Gantt (Project Director: February 2019 to September 2019)
Susan Ryan (Project Director: September 2019 to present)

Mesa Verde National Park and Pueblo Indian History

Two one-week workshops for 72 school teachers to study Pueblo history and culture through the archaeology of Mesa Verde.

Mesa Verde National Park and Pueblo Indian History is a one-week residence-based workshop that will be offered twice during the summer of 2020, each time for 36 K–12 educators. The Workshop focuses on three fundamental questions: 1) How do we come to know and appreciate the time depth, people, and activities that comprise the past and shaped our contemporary world? 2) Who creates America’s history and culture? 3) How do contemporary Pueblo people (and all Americans not of European descent) balance their cultural identity and continuity with Euro American ideals of assimilation and the melting pot? These questions touch the lives of all Americans today, and the Workshop offers historic and multicultural perspectives using Mesa Verde National Park and the surrounding Mesa Verde Region—home to humans for over 10,000 years and containing some of the world’s greatest archaeological treasures.

Project fields:
Anthropology

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$169,984 (approved)
$165,551 (awarded)

Grant period:
10/1/2019 – 12/31/2020


BH-267161-19

Chicago Architecture Foundation (Chicago, IL 60604-2505)
Adam Rubin (Project Director: February 2019 to present)

The American Skyscraper: Transforming Chicago and the Nation

Two one-week workshops for 72 school teachers on the development of the skyscraper and its impact on the city of Chicago and on urbanization throughout the world.

The Chicago Architecture Center will offer the workshop The American Skyscraper: Transforming Chicago and the Nation to supplement and enhance the humanities lessons of teachers from across the nation. Buildings are primary sources that reflect who we are as a society at a moment in time. As such, architecture stands as one of the strongest tools for sharing the way we live our lives. The skyscraper is perhaps the strongest architectural legacy of America, and Chicago, as the home of one of the first skyscrapers, provides a powerful lens through which we can examine our culture, economy, history, and society. Through the context of skyscraper development in Chicago from the late 19th through mid-20th centuries, teachers participating in this workshop will use Chicago’s landmark buildings to explore the many forces that shaped Chicago into a center of architecture, how these developments impacted society and vice versa, and how this history continues to impact urbanization to this day.

Project fields:
Architecture; Interdisciplinary Studies, Other; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$170,000 (approved)
$170,000 (awarded)

Grant period:
10/1/2019 – 12/31/2020


BH-50166-07

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Monica Rowland (Project Director: March 2006 to present)

Between Columbus and Jamestown: Spanish St. Augustine

Two one-week summer workshops for 100 school teachers examining Spanish St. Augustine in the context of American colonial history.

Project fields:
Education

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$135,309 (approved)
$135,309 (awarded)

Grant period:
10/1/2006 – 11/30/2007


BH-50272-08

Bill of Rights Institute (Arlington, VA 22203)
Claire M. Griffin (Project Director: March 2008 to August 2008)
Jason Ross (Project Director: August 2008 to present)

Shaping the Constitution: A View from Mt. Vernon 1783-1789

No project description available

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$150,000 (approved)
$150,000 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50211-07

University of Massachusetts, Lowell (Lowell, MA 01854-2827)
Chad Montrie (Project Director: March 2007 to September 2007)
Beryl Rosenthal (Project Director: September 2007 to present)

Inventing America: Lowell and the Industrial Revolution

Three one-week workshops for 135 school teachers to study America's industrial revolution in Lowell, Massachusetts.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$224,576 (approved)
$224,576 (awarded)

Grant period:
10/1/2007 – 6/30/2009


BH-231236-15

George Mason University (Fairfax, VA 22030-4444)
Stephen Robertson (Project Director: February 2015 to present)

Graffiti Houses: The Civil War from the Perspective of Individual Soldiers

Two one-week workshops for seventy-two school teachers on graffiti as a window onto soldiers’ perspectives during the Civil War.

This workshop invites teachers to explore the Civil War through the lives of individual Civil War soldiers who left their mark in three “graffiti houses” in Northern Virgina-Historic Blenheim, Ben Lomond and the Graffiti House at Brandy Station. Workshop participants will select an item of graffiti from these locations and piece together the story of the individual who created it. They will research their soldier’s service and postwar life in National Archives, and visit the Gettysburg National Military Park to examine the monuments and markers that commemorate the common soldier. Upon completing the workshop, teachers will have knowledge of how to use the history of ordinary individuals to personalize the social and cultural history of the Civil War, and make it powerful to students. Telling their soldier's story in an online exhibit will also provide the opportunity to learn how to identify and use the new digital resources and tools that are transforming how historians work.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$174,833 (approved)
$171,316 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50596-13

London Town Foundation, Inc. (Edgewater, MD 21037-2120)
Lisa Robbins (Project Director: March 2013 to present)

Secret Culture, Public Lives: Slavery in the Colonial Chesapeake

Two one-week Landmarks workshops for eighty school teachers on the development of slavery in the Chesapeake Bay region during the eighteenth century.

Two one-week Landmarks workshops for eighty school teachers on the development of slavery in the Chesapeake Bay region during the eighteenth century. Historic London Town and Gardens, the site of an eighteenth-century tobacco port, offers two one-week workshops that address the experiences and cultures of newly arrived slaves in the Chesapeake Bay region by focusing on the direct slave trade with Africa and its relationship to manifestations of distinctive, yet often hidden, cultural expression practiced by slaves. This approach is warranted by new research revealing that slaves arrived in the region, not from all across western Africa, but in fair concentration from specific areas, which allowed for greater cultural continuity than has previously been assumed. Led by Lisa Robbins, an anthropologist who is Historic London Town's director of public programs, the workshop begins with discussion of the Chesapeake's tobacco economy and the development of slavery in the region before turning to foodways, material culture, religion, and the evolution of African-American culture. Finally, participants consider ways that slavery and African-American culture have been interpreted in museums and ways that these subjects can be taught. In addition to sessions held at Historic London Town and Gardens, participants also visit Sotterly Plantation, Historic Annapolis, the Maryland Archaeological Conservation Laboratory, and an archaeological dig at the site of King's Reach, a colonial tobacco plantation. Along with Robbins, scholars include Philip Morgan (Johns Hopkins University), Michael Twitty (independent scholar), Kym Rice (George Washington University), Lorena Walsh (Colonial Williamsburg), and Psyche Williams-Forson (University of Maryland), as well as staff from the cultural institutions participants visit. Readings are drawn from works by such scholars as Ira Berlin, David Eltis, Peter Hatch, Patricia Samford, Allan Kulikoff, Lonnie Bunch, Rex Ellis, and Faith Davis Ruffins, as well as works by the visiting scholars. Participants spend considerable time working with primary sources from the Maryland State Archives, with the Trans-Atlantic Slave Trade Database, and with archaeological artifacts in order to incorporate such resources in the development of teaching materials.

Project fields:
Interdisciplinary Studies, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$177,814 (approved)
$174,443 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50395-10

Ramapo College of New Jersey (Mahwah, NJ 07430-1623)
Stephen P. Rice (Project Director: March 2010 to present)
Meredith Davis (Co Project Director: March 2010 to present)

The Hudson River in the 19th Century and the Modernization of America

Two one-week Landmarks workshops for eighty teachers that will use the Hudson River as a focus for the study of nineteenth-century intersections of art, culture, commerce, and nature.

Project fields:
American Studies

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$175,114 (approved)
$175,114 (awarded)

Grant period:
10/1/2010 – 12/31/2011

Funding details:
Original grant (2010) $0
Supplement (2011) $7,832


BH-231225-15

University of California, Berkeley (Berkeley, CA 94704-5940)
Rachel B. Reinhard (Project Director: February 2015 to present)

Movement, Mobilization, and Militarization: The Bay Area Home Front in World War II

Two one-week Landmarks workshops for seventy-two school teachers on the social, economic, and cultural impact of World War II in the San Francisco Bay Area.

This proposal is for two intensive week-long workshops for humanities teachers, focusing on the themes of movement, mobilization, and militarization in the San Francisco Bay Area during World War II. It will be hosted by the University of California, Berkeley History-Social Science Project, in partnership with UC Berkeley’s History Department, Regional Oral History Office, and Bancroft Library, as well as the National Park Service and Presidio Trust of San Francisco. The workshops will be held at historic sites of national importance throughout the Bay Area. Participating educators will study the workshop themes through physical landmarks, oral histories, film, fiction, academic texts and scholar lectures. These workshops will increase teacher content knowledge of the impact of World War II on the economy, demography, culture, and social relations of the Bay Area as a means for understanding the trends of the effects of World War II and the Home Front throughout the United States.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,937 (approved)
$167,444 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-261754-18

University of California, Berkeley (Berkeley, CA 94704-5940)
Rachel B. Reinhard (Project Director: February 2018 to present)

Movement, Mobilization, and Militarization: The Bay Area Home Front in World War ll

Two one-week workshops for 72 school teachers on the social, economic, and cultural impact of World War II in the San Francisco Bay Area.

The History-Social Science Project at the University of California, Berkeley (UCBHSSP), in partnership with the University of California, Berkeley History Department, the National Park Service, The Fred T. Korematsu Institute and the Oakland Museum of California, seeks to fund two, one week-long Landmarks of American History and Culture Workshops for Teachers to be held June 24-28 and July 8-12, 2019. The workshop focuses on three themes: the movement of diverse groups of people to California, altering the cultural landscape of the state and nation; how mobilization for war was made possible through New Deal Era infrastructure and the marshalling of the nation’s industrial capacity; and the role of UC Berkeley and the American West as a center for militarization.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$165,641 (approved)
$163,311 (awarded)

Grant period:
10/1/2018 – 12/31/2019


BH-231088-15

University of Virginia (Charlottesville, VA 22903-4833)
Lisa Reilly (Project Director: February 2015 to present)

Thomas Jefferson and Community Life at Monticello and the University of Virginia

Two one-week workshops for seventy-two school teachers on Thomas Jefferson and community life at Monticello and the University of Virginia.

"All men are created equal"? Thomas Jefferson and Community Life at Monticello and UVA seeks to bring school teachers together with some of the foremost scholars on Thomas Jefferson in two workshops during the summer of 2016. Participants would explore not only the public spaces that Monticello and the University of Virginia represent, but the private ruminations of their founder as seen through textual, architectural, and archaeological evidence. Such a study, located in historic Charlottesville,Va., and conducted at Monticello and on grounds at the University, will afford participants an unusual opportunity for understanding the private life of Thomas Jefferson that will shed light on his public institutions, his most prominent writings, and the seemingly contradictory aspects of his public image and private life.

Project fields:
Architecture; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$174,735 (approved)
$174,735 (awarded)

Grant period:
10/1/2015 – 12/31/2017


BH-50103-06

Florida International University (Miami, FL 33199-2516)
Kate Rawlinson (Project Director: August 2005 to present)

The Miami Beach Art Deco District: Using Buildings to Tell Stories

Two one-week workshops for 100 art and history teachers to explore the Miami Beach Art Deco District and its significance to the history of 20th-century art and design.

Project fields:
Architecture

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$148,000 (approved)
$148,000 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-231268-15

University of California, Davis (Davis, CA 95618-6153)
Eric Rauchway (Project Director: February 2015 to present)
Stacey Greer (Co Project Director: April 2017 to present)

The Transcontinental Railroad: Transforming California and the Nation

Two one-week workshops for seventy-two school teachers on the transcontinental railroad and its impact on nineteenth-century America.

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 July 10 through 15 and July 24 through 29, 2016, 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

Total amounts:
$178,381 (approved)
$177,867 (awarded)

Grant period:
10/1/2015 – 12/31/2016


BH-50666-14

University of California, Davis (Davis, CA 95618-6153)
Eric Rauchway (Project Director: March 2014 to present)
Pamela Tindall (Co Project Director: September 2014 to present)

The Transcontinental Railroad: Transforming California and the Nation

Two one-week workshops for seventy-two school teachers on the transcontinental railroad and its impact on nineteenth-century America.

This workshop explores the impact of the transcontinental railroad on the politics, society, economy, and environment of California and the nation. Daily topics include technology and labor, geography and the environment, the social and economic impact of the railroad, and the West in the American imagination. Based in Sacramento, the western terminus of the railroad, the project includes visits to the California State Railroad Museum, Old Sacramento State Historic Park, the Sacramento History Museum, the Crocker Art Museum, and the mansion of railroad baron Leland Stanford. Farther afield, participants take day trips to the Bay Area, where they learn from prominent scholars at Stanford University and tour San Francisco's Old Mint, and to Donner Pass, to see for themselves the difficult terrain faced by railroad workers. In addition to co-directors Ari Kelman and Eric Rauchway of University of California, Davis, the faculty includes historians Richard White and Gordon Chang (both of Stanford University), Richard J. Orsi (California State University, East Bay), and museum curators and staff. Chang discusses his current research on Chinese railroad workers and how they shaped the social as well as physical landscape of the West; White discusses selected chapters from his prize-winning book Railroaded: The Transcontinentals and the Making of Modern America. Other readings are drawn from Amy Richter's Home on the Rails: Women, the Railroad, and the Rise of Public Domesticity; Alexander Saxton's The Indispensable Enemy: Labor and the Anti-Chinese Movement in California; Wolfgang Schivelbusch's The Railway Journey: The Industrialization and Perception of Time and Space in the 19th Century; Andrew C. Isenberg's The Destruction of the Bison: An Environmental History, 1750-1920; and The West As America: Reinterpreting Images of the Frontier, 1820-1920, edited by William Truettner. During the workshop, participants develop a lesson or unit plan using materials from the workshop, which receive peer feedback and undergo revision prior to posting on the project's website.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$173,400 (approved)
$173,374 (awarded)

Grant period:
10/1/2014 – 12/31/2015


BH-50544-13

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2013 to present)

Abraham Lincoln and the Forging of Modern America

Two one-week Landmarks workshops for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois.

Two one-week Landmarks workshops for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois. These workshops at Southern Illinois University, Edwardsville (SIUE) focus on three central themes of Abraham Lincoln's public life: nationalism, leadership, and emancipation and race. Teachers study the Civil War era; Lincoln, slavery, and race; Lincoln and the Constitution; Lincoln, the radicals, and Emancipation; Walt Whitman and Lincoln; visual art on Lincoln and the war, using images from the NEH's Picturing America portfolio; African-American women's experiences as an example of racial issues; and Lincoln's legacy. Participants visit several sites in Springfield: the Abraham Lincoln Presidential Library and Museum, the Lincoln Home, Lincoln's Law Office, the Lincoln Tomb, and the Old State Capitol, as well as the nearby historical reconstruction of New Salem Village, where Lincoln began his study of law and became involved in politics. At the Old State Capitol, for example, participants discuss the "House Divided" speech, which Lincoln delivered there in 1858. They consider how Lincoln's earlier experiences as a Whig in the state legislature shaped his sense of America's national destiny and opposition to slavery that characterized his political career. They read writings by Lincoln, including the Lincoln-Douglas debates, the Emancipation Proclamation, the Gettysburg Address, the Second Inaugural Address, and selected letters; writings by African-American women; and secondary works by Eric Foner, David Donald, John Stauffer, James McPherson, Philip Shaw Paludan, Barry Schwartz, Garry Wills, and Lerone Bennett, Jr. In addition to project director Caroline Pryor (education) and her fellow SIUE faculty members Stephen Hansen (history), Jason Stacey (history), and Ivy Cooper (art history), project scholars include Iver Bernstein (Washington University), Sowande' Mustakeem (Washington University), Louis Gerteis (University of Missouri, St. Louis), and Graham Peck (Saint Xavier University), as well as site and museum personnel. The participants attend lecture/discussion sessions and work on lesson plans that are to be posted on a project website.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$174,205 (approved)
$165,663 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50308-09

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2009 to present)

Abraham Lincoln and the Forging of Modern America

Two one-week workshops for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$152,328 (approved)
$152,328 (awarded)

Grant period:
10/1/2009 – 12/31/2010


BH-50209-07

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2007 to present)

Abraham Lincoln and the Forging of Modern America

Two one-week workshops for 100 school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$140,583 (approved)
$140,583 (awarded)

Grant period:
10/1/2007 – 9/30/2008

Funding details:
Original grant (2007) $0
Supplement (2008) $6,476


BH-50259-08

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2008 to present)

Abraham Lincoln and the Forging of Modern America

No project description available

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$151,137 (approved)
$151,137 (awarded)

Grant period:
10/1/2008 – 12/31/2009


BH-50415-11

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2011 to present)

Abraham Lincoln and the Forging of Modern America

Two one-week Landmarks workshops for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois.

"Abraham Lincoln and the Forging of Modern America" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois. The program investigates four central themes of Abraham Lincoln's public life: nationalism, power, freedom, and race. The project considers such subjects as nationalism and politics in the Civil War era; Lincoln, slavery, and race; Lincoln and the Constitution; Lincoln, the radicals, and Emancipation; Walt Whitman and Lincoln; visual art on Lincoln and the war, using images from the NEH's Picturing America portfolio; African-American women's experiences as an example of racial issues; and Lincoln's legacy. Participants visit the Abraham Lincoln Presidential Library and Museum, the Lincoln Home, Lincoln's Law Office in Springfield, Illinois, and the historical reconstruction of New Salem Village, where Lincoln began his career. Teachers also explore the exhibit "Lincoln and the Constitution," on display at the Lovejoy Library. Participants read writings by Lincoln, including the Lincoln-Douglas debates, the Emancipation Proclamation, the Gettysburg Address, the Second Inaugural Address, and selected letters; writings by African-American women; and secondary works by Eric Foner, David Donald, John Stauffer, James McPherson, Philip Shaw Paludan, David Potter, Barry Schwartz, Garry Wills, and Lerone Bennett, Jr. The staff includes project director Caroline Pryor (education, Southern Illinois University Edwardsville [SIUE]); historians Stephen Hansen (SIUE), Iver Bernstein (Washington University), Leslie Brown (Williams College), Jason Stacey (SIUE), and Laura Milsk-Fowler (SIUE); art historian Ivy Cooper (SIUE); and site and museum personnel.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$160,518 (approved)
$155,149 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-50362-10

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor (Project Director: March 2010 to present)

Abraham Lincoln and the Forging of Modern America

Two one-week Landmarks workshops for eighty school teachers on Abraham Lincoln and his role in American history, using sites in and near Springfield, Illinois.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$157,564 (approved)
$157,564 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50113-06

Henry Ford, The (Dearborn, MI 48124-5029)
William S. Pretzer (Project Director: August 2005 to present)

America's Industrial Revolution

Two one-week workshops for 80 school teachers on America's Industrial Revolution, held at Henry Ford's Greenfield Village, the Henry Ford Museum, the Benson Ford Research Center, and the Ford Rouge Factory.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,679 (approved)
$149,679 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50068-05

Henry Ford, The (Dearborn, MI 48124-5029)
William S. Pretzer (Project Director: August 2004 to present)

America's Industrial Revolution at The Henry Ford

Two one-week workshops for 80 school teachers on America's Industrial Revolution, held at Henry Ford's Greenfield Village, the Henry Ford Museum, the Benson Ford Research Center, and the Ford Rouge Factory.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$142,000 (approved)
$142,000 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50587-13

Gettysburg College (Gettysburg, PA 17325-1483)
Dave Powell (Project Director: March 2013 to present)

On Hallowed Ground: Gettysburg in History and Memory

Two one-week Landmarks workshops for eighty school teachers on the Battle of Gettysburg and its legacy.

Two one-week Landmarks workshops for eighty school teachers on the Battle of Gettysburg and its legacy. These workshops immerse participants in an examination of a decisive battle of the Civil War. The week begins with discussion of the politics of slavery and the experiences of slaves that led to the Civil War. Participants then spend two days in close study of the battle and key battlefield sites before engaging in a close reading of the Gettysburg Address and discussion of the ways that the battle and the battlefield site have been commemorated over the past 150 years. In addition, participants visit nearby Underground Railroad sites, the David Wills House, and Soldiers' National Cemetery. Workshop scholars include Gettysburg College faculty members Dave Powell (education), Scott Hancock (history and Africana studies), and Allen Guelzo (history), as well as Glenn LaFantasie (Western Kentucky University), Carol Reardon (Pennsylvania State University), and Scott Hartwig (Gettysburg National Military Park). Readings are drawn from personal accounts of the battle and from secondary works by Gabor Boritt, James McPherson, Jim Weeks, Garry Wills, and project scholars Guelzo, Hancock, and LaFantasie. Participants also have the opportunity to explore Gettysburg College's extensive collection of primary sources related to the Civil War with Carolyn Sauter, director of special collections, in order to make use of them in the creation of classroom resources. These resources are to be made available on the workshop website. A viewing of portions of Ken Burns's The Civil War and a special screening of Steven Spielberg's Lincoln round out the week's activities.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$169,341 (approved)
$152,702 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50208-07

Eldridge Street Project, Inc./Museum at Eldridge Street (New York, NY 10002)
Annie Polland (Project Director: March 2007 to present)

Immigration, Religion, and Culture on New York's Lower East Side

Two one-week workshops for 100 school teachers on the development and interaction of Jewish, African American, Italian, Irish, and Chinese communities in the Lower East Side of New York City.

Project fields:
Ethnic Studies

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$160,152 (approved)
$160,152 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50238-07

Dickinson College (Carlisle, PA 17013-2896)
Matthew F. Pinsker (Project Director: March 2007 to present)

Landmarks of the Underground Railroad: From Christiana to Harpers Ferry

Two one-week workshops for 100 school teachers to examine the Underground Railroad in antebellum America.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,998 (approved)
$149,998 (awarded)

Grant period:
10/1/2007 – 9/30/2008


BH-50101-06

Dickinson College (Carlisle, PA 17013-2896)
Matthew F. Pinsker (Project Director: August 2005 to present)

Landmarks of the Underground Railroad: From Christiana to Harpers Ferry

Two one-week workshops for 100 school teachers on the Underground Railroad and the antebellum era.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$147,659 (approved)
$147,659 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50186-07

Dickinson College (Carlisle, PA 17013-2896)
Matthew F. Pinsker (Project Director: March 2006 to present)

Landmarks of the Underground Railroad: From Christiana to Harpers Ferry

Two one-week workshops for 100 school teachers to examine the Underground Railroad in antebellum America.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,843 (approved)
$149,843 (awarded)

Grant period:
10/1/2006 – 12/31/2007


BH-50363-10

Montana Historical Society (Helena, MT 59601-4514)
Paula E. Petrik (Project Director: March 2010 to present)
Richard Sims (Co Project Director: March 2010 to October 2010)
Kirby Lambert (Co Project Director: October 2010 to present)

The Richest Hills: Mining in the Far West, 1865-1920

Two one-week Landmarks workshops for eighty school teachers on gold, silver, and copper mining in the American West, with visits to Virginia City, Helena, and Butte, Montana.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,998 (approved)
$179,998 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-250837-16

Henry Ford, The (Dearborn, MI 48124-5029)
John Neilson (Project Director: February 2016 to November 2016)
Christian Overland (Project Director: November 2016 to present)

America's Industrial Revolution at The Henry Ford

Two one-week workshops for seventy-two school teachers on the Industrial Revolution in America at The Henry Ford.

The Henry Ford, a National Historic Landmark, seeks funding to host another year of teacher workshops on America's Industrial Revolution. Five themes will be explored: 1) The early 19th century transformation of home and craft production; 2) The mechanization of agriculture; 3) The impact of steam on transportation; 4) The increasing impact of science and invention; and 5) The assembly line method of mass production. Teachers will have discussions with five scholars, visit the Ford Rouge Center's Dearborn Truck Plant, visit historic buildings in Greenfield Village, study primary documents and artifacts and create innovative lesson plans. The workshop is designed to ignite teachers' curiosity and deepen their knowledge of the human dimensions of industrial change in order to encourage student enthusiasm and professional growth.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,912 (approved)
$179,912 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50464-11

Chicago Metro History Education Center (Chicago, IL 60610-3305)
Lisa Oppenheim (Project Director: March 2011 to present)
Erik Gellman (Co Project Director: July 2011 to present)

Renaissance in the Black Metropolis: Chicago, 1930s-1950s

Two one-week Landmarks workshops for eighty school teachers on the Chicago Black Renaissance of the 1930s to 1950s.

"Renaissance in the Black Metropolis: Chicago, 1930s-1950s" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on the Chicago Black Renaissance of the 1930s to 1950s. The workshops explore the cultural, social, economic, and political experience of Chicago's "Black Metropolis" and are led by Chicago Metro History Education Center's Lisa Oppenheim. NEH Summer Scholars learn about Great Depression Chicago and significant figures such as Margaret Burroughs, Charles White, Langston Hughes, John Johnson, Claude Barnett, Vivian Harsh, and St. Clair Drake. Historian Darlene Clark Hine (Northwestern University) leads off the scholarly program by setting out the context for and significance of the Chicago Black Renaissance. In a session at the Chicago Bee's former offices, Adam Green (University of Chicago) discusses the role of black journalism in the community. The South Side Community Art Center provides both site and subject for a lecture by Andrea Barnwell Brownlee (Spelman College Museum of Fine Art), followed by a visit to the DuSable Museum. Co-director Erik Gellman (Roosevelt University) and Lionel Kimble (Chicago State University) address labor and politics, with sites including the former United Packinghouse Workers union office and the Pullman Porters Museum, where participants learn about the predominantly African-American Brotherhood of Sleeping Car Porters. The end of the week features Jacqueline Goldsby (New York University) on literature, including writers Richard Wright, Lorraine Hansberry, and Gwendolyn Brooks; Davarian Baldwin (Trinity College) on the meaning of Chicago's music; and an extended afternoon of archival work at the Harsh Collection for AfroAmerican History and Culture.

[Grant products]

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$176,592 (approved)
$176,345 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-50114-06

University of Massachusetts, Lowell (Lowell, MA 01854-2827)
Peter S. O'Connell (Project Director: August 2005 to present)

Inventing America: Lowell and the Industrial Revolution

Three one-week workshops for 135 elementary and middle school teachers to study America's industrial revolution in Lowell, Massachusetts.

Project fields:
History, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$224,078 (approved)
$224,078 (awarded)

Grant period:
1/1/2006 – 6/30/2007


BH-50187-07

University of Massachusetts, Lowell (Lowell, MA 01854-2827)
Peter S. O'Connell (Project Director: March 2006 to present)

Inventing America: Lowell and the Industrial Revolution

Three one-week workshops for 135 school teachers to study America's industrial revolution in Lowell, Massachusetts.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$224,794 (approved)
$224,794 (awarded)

Grant period:
10/1/2006 – 6/30/2008


BH-50165-07

Mark Twain House (Hartford, CT 06105-6400)
Jeffrey L. Nichols (Project Director: March 2006 to present)

-Mark Twain and the "Impolite Nation": Using Twain's Work to Teach About Race in America

Two one-week workshops to be held at Mark Twain's home in Hartford for 100 school teachers to study the treatment of race in Twain's novels and short stories.

Project fields:
American Studies

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,836 (approved)
$149,836 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50044-04

Mark Twain House (Hartford, CT 06105-6400)
Jeffrey L. Nichols (Project Director: August 2003 to present)

The Mark Twain House Teacher Workshops

The Mark Twain House Teacher Workshops will provide teachers with the necessary information, context and instructional tools to effectively teach their students about Mark Twain, his literary and cultural legacy, and his era in American history.

Project fields:
Literature, General

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$128,051 (approved)
$124,439 (awarded)

Grant period:
1/1/2004 – 12/31/2004


BH-50138-06

Mark Twain House (Hartford, CT 06105-6400)
Jeffrey L. Nichols (Project Director: August 2005 to present)

Mark Twain in the Gilded Age: The Hartford Years

Two one-week workshops for 100 school teachers at the Mark Twain House and Museum in Hartford, Connecticut, on Twain's life and work in that city.

Project fields:
American Literature

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$146,736 (approved)
$146,736 (awarded)

Grant period:
1/1/2006 – 12/31/2006


BH-50399-10

Rochester Institute of Technology (Rochester, NY 14623-5698)
Richard S. Newman (Project Director: March 2010 to present)
Jose R. Torre (Co Project Director: March 2010 to present)

Abolitionism, Women’s Rights, and Religious Revivalism on the Rochester Reform Trail

Two one-week Landmarks workshops for eighty school teachers to examine Rochester's central role in American reform history through its iconic landmark geography.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$156,981 (approved)
$156,981 (awarded)

Grant period:
10/1/2010 – 6/30/2013


BH-50394-10

National-Louis University (Chicago, IL 60657)
Mark A. Newman (Project Director: March 2010 to present)
Costas Spirou (Co Project Director: March 2010 to present)

The Chicago Lakefront as Public Space

Two one-week Landmarks workshops for eighty school teachers on the Chicago lakefront and public space.

Project fields:
Architecture

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$149,175 (approved)
$149,175 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50372-10

Fairfield University (Fairfield, CT 06824-5195)
Laura R. Nash (Project Director: March 2010 to present)

Duke Ellington and the Development of American Popular Culture

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington.

Project fields:
Music History and Criticism

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$177,096 (approved)
$177,096 (awarded)

Grant period:
10/1/2010 – 12/31/2011


BH-50600-13

Fairfield University (Fairfield, CT 06824-5195)
Laura R. Nash (Project Director: March 2013 to present)

Duke Ellington and American Popular Culture

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world.

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world. This workshop illuminates the life and music of Duke Ellington (1899-1974) in cultural and historical context, using eight compositions (including "Mood Indigo" and "Take the 'A' Train") as "anchor works" for the week's study. Under the direction of music professor Laura Nash, participants engage with Ellington's work and his world through lectures, discussions, hands-on musical participation, and two all-day visits to historic and cultural sites in New York City. Taking the A train to Harlem, participants visit the Sugar Hill Historic District, where Ellington lived, and are guided on a private tour of the National Jazz Museum by Executive Director Loren Schoenberg. The second day trip to New York features the resources of Jazz at Lincoln Center with curator Phil Schaap. Participants explore the role of Ellington's radio and television broadcasts at the Paley Media Center with Jim Shanahan (Boston University) and learn about Ellington's long form music at Carnegie Hall, where "Black, Brown, and Beige" premiered in 1943. A jazz show at Birdland Jazz Club and a performance of swing dance music conclude the day visits to New York. In Fairfield, historian and director of Black Studies Yohuru Williams provides relevant grounding in twentieth-century African-American history and addresses intersections of race and popular culture. During the days on campus, music professor and bassist Brian Torff leads a specially assembled live big band in presentations and performances to give participants direct experience with the anchor works and with improvisation, as well as opportunities for discussion with band members. Workshop guest faculty include jazz critic and journalist Gary Giddins; educator and composer David Berger (Juilliard), who transcribed and edited the majority of Ellington's works; and Monsignor John Sanders, trombonist and librarian for the Ellington Orchestra, who shares his first-hand knowledge of playing, working, and traveling with Ellington, and of developing the Ellington archives. Prior to and during the workshop, participants read Ellington's Music is My Mistress; Harvey Cohen's Duke Ellington's America; John Edward Hasse's Beyond Category: The Life and Genius of Duke Ellington; and Mark Tucker's The Duke Ellington Reader. They also have access to a password-protected website with Ellington recordings, sheet music, and video clips.

[Grant products][Media coverage]

Project fields:
Film History and Criticism

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$177,340 (approved)
$169,165 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-50601-13

University of Missouri Libraries (Kansas City, MO 64110-2235)
Diane Louise Mutti Burke (Project Director: March 2013 to present)

Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars

Two one-week workshops for eighty school teachers on the history and impact of the Missouri-Kansas border wars during the Civil War era.

Two one-week workshops for eighty school teachers on the history and impact of the Missouri-Kansas border wars during the Civil War era. This Landmarks workshop explores issues and events that precipitated hostilities between settlers in Kansas and Missouri during the Civil War era. Central to the discussion are two concepts of liberty--freedom to hold slaves versus freedom from slavery--that divided many Americans as new territories opened and settlers moved westward. Participants consider the context of slaveholding in western Missouri and debates over extending slavery into the Kansas territory before turning to discussion of the creation of both pro- and anti-slavery territorial governments, the violent clashes that resulted in the 1850s, and the extension of conflict into the Civil War years, when Confederate and Union troops clashed with guerillas from both sides. The project uses a variety of landmark sites illuminating settlement, economic development, and pro- and anti-slavery activity in the area: Lecompton and Lawrence, Kansas, the John Wornall House, the Watkins Woolen Mill, the Steamboat Arabia Museum, the site of the battle of Westport, and the Jesse James farm. The staff includes project director Diane Mutti Burke (University of Missouri-Kansas City [UMKC]); program director Edeen Martin; historians Nicole Etcheson (Ball State University), Kristen Oertel (University of Tulsa), Christopher Phillips (University of Cincinnati), Jeremy Neely (Missouri State University), and Ethan Rafuse (US Army Command and General Staff College, Ft. Leavenworth); archaeologist Ann Rabb (University of Kansas); and other faculty and staff from UMKC. Readings include collections of primary documents and scholarly writings by Etcheson, Mutti Burke, Jonathan Earle, Michael Fellman, and T. J. Stiles. The program includes lectures, discussions, site visits, and development of teaching materials.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,192 (approved)
$179,095 (awarded)

Grant period:
10/1/2013 – 12/31/2014


BH-267146-19

University of Missouri, Kansas City (Kansas City, MO 64110-2235)
Diane Louise Mutti Burke (Project Director: February 2019 to present)

Wide-Open Town: Kansas City in the Jazz Age and Great Depression

Two one-week workshops for 72 K-12 teachers using Kansas City as a case study for examining the changes in American society in the 1920s and 1930s.

Wide-Open Town: Kansas City in the Jazz Age and Great Depression is a NEH Landmarks of American History and Culture Workshop for K-12 Teachers that explores historical landmarks and cultural resources in light of recent scholarship in order to better understand these pivotal decades in United States history. The 1920s and 30s were particularly vibrant years in Kansas City, sometimes described as the city's "Golden Age." City boosters claimed a new position of economic dynamism and culture flourished, most notably resulting in Kansas City becoming a key site in the development of American jazz. Yet, all of these events were intertwined in a political, social, and economic landscape fraught with notorious machines politics, vice, and long histories of people fighting for their rights and freedoms. Much of what played out in Kansas City are a reflection of the larger cultural and historic forces that shaped this era in US history.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$169,987 (approved)
$163,861 (awarded)

Grant period:
10/1/2019 – 12/31/2020


BH-50432-11

University of Missouri, Kansas City (Kansas City, MO 64110-2235)
Diane Louise Mutti Burke (Project Director: March 2011 to present)
Edeen Joyce Martin (Co Project Director: July 2011 to present)

Crossroads of Conflict:Contested Visions of Freedom and the Missouri-Kansas Border Wars

Two one-week Landmarks workshops for eighty school teachers on the history and impact of the Missouri-Kansas border wars during the era of the American Civil War.

"Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on the history and impact of the Missouri-Kansas border wars during the era of the American Civil War. The workshops explore issues and events that precipitated hostilities between settlers in Kansas and Missouri from the Missouri Compromise of 1820 through the Kansas-Nebraska Act of 1854 and on through the Civil War era. Participants examine the struggles between the Kansas Jayhawkers and Missouri Bushwackers. Central to the discussion are two concepts of liberty-freedom to hold slaves versus freedom from slavery. The project utilizes a variety of landmark sites illuminating settlement, economic development, and pro- and anti-slavery activity in the area: Lecompton and Lawrence, Kansas, the John Wornall House, the Watkins Woolen Mill, the Steamboat Arabia Museum, the site of the battle of Westport, and the Jesse James farm. The staff includes project director Diane Mutti Burke (history, University of Missouri-Kansas City [UMKC]), program director Edeen Martin, and faculty members Nicole Etcheson (history, Ball State Univerity), LeeAnn Whites (history, University of Missouri-Columbia), Jonathan Earle (history, University of Kansas), Ann Rabb (archaeology, University of Kansas), Ethan Rafuse (military history, US Army Command and General Staff College, Ft. Leavenworth), and other faculty and staff from UMKC. Readings include collections of primary documents and scholarly writings by Etcheson, Mutti Burke, Earle, Michael Fellman, and T. J. Stiles.

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Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,882 (approved)
$179,849 (awarded)

Grant period:
10/1/2011 – 12/31/2012


BH-250930-16

University of Missouri, Kansas City (Kansas City, MO 64110-2235)
Diane Louise Mutti Burke (Project Director: February 2016 to present)

Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars

Two one-week workshops for seventy-two schoolteachers on the “border wars” in Kansas and Missouri during the Civil War era.

Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border War is a Landmarks of American History Workshop for Teachers that explores historic homes and public buildings, landscapes and archival collections in light of recent research to understand the clash of cultures and differing definitions of “freedom” that played out on the Missouri-Kansas border. Workshop participants will consider the forces and events that led to the abandonment of the understandings reached in the Missouri Compromise, the rejection of popular sovereignty in the Kansas Territory and the establishment of the shadow “Free State” government. They will examine the nature and intensity of the struggles between the Kansas Jayhawkers and Missouri Bushwhackers and the general mayhem these vicious disputes engendered. Workshop faculty includes some of the most respected scholars on the Civil War on the Western Border.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$179,990 (approved)
$179,990 (awarded)

Grant period:
10/1/2016 – 12/31/2017


BH-50177-07

Henry Ford, The (Dearborn, MI 48124-5029)
William S. Pretzer (Project Director: March 2006 to October 2006)
John Metz (Project Director: October 2006 to present)

America's Industrial Revolution

Two one-week workshops for eighty school teachers on America's Industrial Revolution, held at Henry Ford's Greenfield Village, the Henry Ford Museum, the Benson Ford Research Center, and the Ford Rouge Factory.

Project fields:
U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$142,752 (approved)
$142,752 (awarded)

Grant period:
10/1/2006 – 9/30/2007


BH-50082-05

St. Mary's College of Maryland (St. Mary's City, MD 20686-3002)
Zachariah Paulo Messitte (Project Director: August 2004 to present)

Maryland's Birthplace -- An American Legacy

Two one-week workshops for 90 teachers on the growth of concepts of liberty in Maryland, to be held at the Center for the Study of Democracy at St. Mary's College of Maryland.

Project fields:
History, General; U.S. History

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$147,920 (approved)
$147,920 (awarded)

Grant period:
1/1/2005 – 12/31/2005


BH-50515-12

California State University, Monterey Bay (Seaside, CA 93955-8000)
Ruben G. Mendoza (Project Director: March 2012 to present)

The Fourteenth Colony: Native Californians, Missions, Presidios, and Colonists on the Spanish Frontier, 1769-1848

Two one-week workshops for eighty school teachers to explore the architectural, archaeological, cultural, and historical record of Spanish colonial missions in California.

Two one-week workshops for eighty school teachers to explore the architectural, archaeological, cultural, and historical record of Spanish colonial missions in California. This workshop, sponsored by the Institute for Archaeology of the California State University, Monterey Bay, unfolds around visits to Spanish colonial missions. Inquiry centers on such key questions as: What motives sent the joint Spanish military and religious expedition into "Alta California"? How do primary documents and the missions themselves help us understand the Spanish colonial heritage and its impact? Training in how to "read" a mission provides the interpretative framework of the workshops. In field trips, consideration is given to period artifacts, materials, construction methods, the social implications of built space, and the special features and distinctive functions of each site. The program begins on Sunday with a formal dinner and keynote address on Father Junípero Serra by historians Robert Senkewicz (Santa Clara University) in week one, and by Douglas Monroy (Colorado College) in week two. The focus of the first full day is the Mission San Juan Bautista, with buildings and features dating to 1797, including a soldiers barracks, nunnery, and livery stable. The Alameda (now Third Street) boasts a number of later eighteenth-century Spanish and early nineteenth-century Mexican-Indian adobes, and numerous examples of later architectural styles. On Tuesday, a morning visit to San Miguel Arcangel supports study of the artistic and musical traditions that pervaded daily life; arts curator Carol Kenyon introduces the brilliant fresco murals painted by the Salinan Indian peoples; and Spanish colonial music expert John Warren treats the participants to a demonstration performance by the New World Baroque Orchestra. At San Antonio de Padua in the afternoon, anthropologist Robert Hoover discusses its intact aqueduct system and water-driven mill, distinctive features of this "best preserved and most pristine" of missions in the Monterey Bay. On Thursday, the final field trip is to Mission San Carlos Borromeo and the Royal Presidio of Monterey, where guest scholars guide discussion on a range of topics, with emphasis on indigenous acculturation and change. Wednesday and Friday sessions are organized around "focus" group interactions, resource development using such collections as the Huntington Library's California population database, review of content in relation to classroom teaching, and presentation of curricular projects. On Saturday, historian Douglas Monroy guides concluding discussions in week one, and anthropologist Maria De Fátima Wade (University of Texas, Austin) in week two. The workshop is directed by archaeologist Ruben Mendoza, whose California Missions Source Book serves as a basic text. Other readings, primarily drawn from books and articles by visiting scholars, represent a cross-section of fields, including anthropology, archaeology, history, art history, and music.

Project fields:
U.S. Regional Studies

Program:
Landmarks of American History

Division:
Education Programs

Total amounts:
$188,695 (approved)
$187,087 (awarded)

Grant period: