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Program: Landmarks of American History*
Date range: 2011-2013
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Delta State University (Cleveland, MS 38732)
Luther Brown
BH-50543-13
The Most Southern Place on Earth: Music, History, and Culture of the Mississippi Delta

Two one-week Landmarks workshops for eighty school teachers on the history and culture of the Mississippi Delta, with music as a focus.

Two one-week Landmarks workshops for eighty school teachers on the history and culture of the Mississippi Delta, with music as a focus. These six-day workshops focus on the history and culture of the Mississippi Delta, described by historian James Cobb as "the most Southern place on earth." Project director Luther Brown leads the first day's seminar on Delta history and the Mississippi River, including the documentaries LaLee's Kin: The Legacy of Cotton and Fatal Flood alongside a visit to the site of the levee break in the Great Flood of 1927. During day two, historian Charles Reagan Wilson (University of Mississippi) explores the area's ethnic and religious diversity, including its early Chinese, Russian Jewish, Lebanese, and Italian communities. With music scholar David Evans (University of Memphis) serving as lead scholar, the third day unfolds around the theme, "The Blues: American Roots Music and the Culture That Produced It." Participants visit Dockery Farms, the plantation known as the birthplace of the Blues, and consider how life in the Delta influenced the music of early Blues musicians like Charley Patton and Robert Johnson. On day four, Delta State faculty member Henry Outlaw presents the Civil Rights movement in Mississippi, with the Emmett Till story as a case study in oppression, revolution, and reconciliation. Participants travel on day five to the National Civil Rights Museum in Memphis, the site of Martin Luther King's assassination; they also visit other historical landmarks, cultural institutions, and music-related sites. On day six, geographer John Strait (Sam Houston State University) lectures on the migration of Delta residents to the cities of the North. Readings include, among other works: James Cobb, The Most Southern Place on Earth: The Mississippi Delta and the Roots of Regional Identity; John M. Barry, Rising Tide: The Great Mississippi Flood of 1927; and Chris Crowe, Getting Away With Murder: The True Story of the Emmett Till Case.

Project fields: U.S. Regional Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,601
Grant period: 10/1/2013 – 12/31/2014

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor
BH-50544-13
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 amount awarded: $174,205
Grant period: 10/1/2013 – 12/31/2014

Crow Canyon Archaeological Center (Cortez, CO 81321-9408)
Kathleen Stemmler
BH-50548-13
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 amount awarded: $179,724
Grant period: 10/1/2013 – 12/31/2014

NorthEast Washington Educational Service District 101 (Spokane, WA 99223-7738)
Robert McCoy
BH-50550-13
Atomic West, Atomic World

Two one-week Landmarks workshops for eighty school teachers on Hanford Nuclear Reservation and the development of the atomic bomb during World War II and the Cold War.

Two one-week Landmarks workshops for eighty school teachers on Hanford Nuclear Reservation and the development of the atomic bomb during World War II and the Cold War. Robert McCoy and Jeffrey Sanders of Washington State University (WSU) lead this project centered on Hanford Nuclear Reservation, the principal site of plutonium production for atomic weapons during the Manhattan Project and the Cold War. It is now the largest Superfund site in the United States, containing almost two-thirds of the nation's nuclear waste. McCoy is a public historian with expertise on memory and commemoration; Sanders is an environmental historian of the American West. Four core topics are explored: 1) The Race to Build the Bomb; 2) Making the High Tech "Atomic West"; 3) Living in the "Atomic West"; and 4) Environmental and Social Legacies of the "Atomic West." Visiting scholars include University of Washington's John Findlay and Bruce Hevly, who have co-authored two books on Hanford and the atomic West; public and environmental historian Andy Kirk (University of Nevada, Las Vegas), who connects Hanford and its environmental legacies with larger regional and national contexts; and Kate Brown (University of Maryland, Baltimore County), who provides both national and international perspectives on issues of human health at Hanford and similar sites in the former Soviet Union. Participants visit the historic Hanford B-reactor, which produced plutonium used in the first bomb tested at the Trinity site and in the "Fat Man" atomic bomb dropped on Nagasaki; this site will ultimately become part of the larger Manhattan Project National Park. They also explore Hanford's history through "The Secret City Revealed" show at the Columbia River Exhibition of History, Science, and Technology (CREHST) museum. A docent-led boat tour of the Hanford Reach, the last free-flowing stretch of the Columbia River, illuminates the role of the river and nearby Grand Coulee Dam in providing cooling water and abundant electricity to the reactors, as well as the nuclear complex's unintended legacies for this "off-limits" area (site contamination, but also protection from commercial development). Readings from a range of primary and secondary sources include oral histories from Hanford, the Nevada Test site, and the Pacific Northwest Labor and Civil Rights Project; Richard Rhodes's The Making of the Atomic Bomb; Richard White's Organic Machine: The Remaking of the Columbia River; and works by guest faculty Findlay, Hevly, and Brown. With access to archival materials, teachers create individual projects related to their experiences. Resources from the program, such as recorded presentations with accompanying materials, are to be made freely accessible to educators nationwide through WSU's K-12 iTunes U site and the project website.

Project fields: History, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,000
Grant period: 10/1/2013 – 12/31/2014

SUNY Research Foundation, Brockport (Brockport, NY 14420-2997)
Jose Torre
BH-50554-13
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.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $157,090
Grant period: 10/1/2013 – 12/31/2014

Amherst College (Amherst, MA 01002)
Cynthia S. Dickinson
BH-50557-13
Emily Dickinson: Person, Poetry, and Place

Two one-week Landmarks workshops for eighty school teachers to study the poetry of Emily Dickinson in relation to her biography and surroundings.

Two one-week Landmarks workshops for eighty school teachers to study the poetry of Emily Dickinson in relation to her biography and surroundings. Cynthia Dickinson (no relation to the poet) leads a Landmarks workshop to explore Emily Dickinson's poetry at the Emily Dickinson Museum. The poet's work, among the finest in American literature, is intimately connected with the social, cultural, and natural environment in which she grew up. Interest in her poetry is further fueled by the mystique of her intensely private life. The workshop immerses participants in the environs where Dickinson lived and worked and thereby allows a rare entrée into her world and her poetry. During the week, participants explore Emily Dickinson as a writer and as a woman distinctly of her time and place. A number of Dickinson scholars-Martha Ackmann (Mount Holyoke College), Bruce Laurie (University of Massachusetts, Amherst), Karen Sánchez-Eppler (Amherst College), and Emily Seelbinder (Queens University of Charlotte), among others-lead sessions. In addition to two texts of her poems and letters, other readings situate Dickinson's work in nineteenth-century New England. These include Cristanne Miller's 2012 study of the Civil War as seen through Dickinson's eyes, Richard Sewell's "Science and the Poet" on Emily Dickinson's herbarium, and Jane Wald's consideration of the poet's material world. Lectures, small-group poetry discussions, and time spent in the family houses and gardens structure the teachers' study. Beginning each day with a morning writing exercise, participants are also introduced to the Dickinson archives at nearby Amherst College. This large collection contains letters, drafts of and notes about her poems, and artifacts and images. Situating the workshop in Emily Dickinson's surroundings gives participants a deeper understanding of the poet and encourages them to translate their insights into usable curricula.

Project fields: Interdisciplinary Studies, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $176,677
Grant period: 10/1/2013 – 12/31/2014

Chicago Architecture Foundation (Chicago, IL 60604-2527)
Jennifer Masengarb
BH-50559-13
The American Skyscraper: Transforming Chicago and the Nation

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

Two one-week Landmarks workshops for eighty 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 Foundation (CAF) offers a workshop to explore how the development of the skyscraper changed the city of Chicago and the world. At the close of the nineteenth century, a boom of new tall buildings in Chicago's city center, or "Loop," formed what became known as the "Chicago School" of architecture. Workshop participants examine the economic and technological factors that precipitated this boom as well as the social and aesthetic changes that it unleashed. They further consider the place of these now-historic buildings in twenty-first-century Chicago and the bold new superstructures in Asia and the Middle East. The workshop features several landmark buildings in the "Loop," such as the Reliance Building (D. H. Burnham & Co., 1895), the Chicago Tribune Tower (Raymond Hood, 1925), and the Federal Center (Mies van der Rohe, 1964, 1974). Aided by a series of exercises ("how to read a building," "how to sketch like an architect," and "how to use buildings as primary resources"), teachers learn how architecture conveys meaning. The study of original drawings and photographs shows how period images shaped public understanding and responses. Lectures and discussions are led by historian Henry Binford (Northwestern University); architectural historians Katherine Solomonson (University of Minnesota) and Joanna Merwood-Salisbury (Parsons The New School for Design), and practicing architects. Readings include selections from (among other works) William Cronon's Nature's Metropolis: Chicago and the Great West; Daniel Bluestone's Constructing Chicago; Louis Sullivan's 1896 essay, "The Tall Office Building Artistically Considered"; and Carl Sandburg's 1916 Chicago Poems. Participants receive CAF's award-winning curriculum guide, Schoolyards to Skylines: Teaching with Chicago's Amazing Architecture.

Project fields: Interdisciplinary Studies, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $169,000
Grant period: 10/1/2013 – 12/31/2014

California State University, Long Beach - University Library (Long Beach, CA 90840-1901)
Tim W. Keirn
BH-50561-13
The Cold War Home Front in Southern California

Two one-week Landmarks workshops for eighty school teachers on Southern California's aerospace development and its impact from World War II through the Cold War era.

Two one-week Landmarks workshops for eighty school teachers on Southern California's aerospace development and its impact from World War II through the Cold War era. "The Cold War Home Front: Living and Working in Sunbelt Southern California, 1941-1981" explores the role of aerospace research and production during World War II and the Cold War and its effects on everyday people. The workshop opens by considering how and why the aerospace industry developed in Southern California, with attention to the area's transformation during World War II and to the experiences of women and minorities in wartime aircraft production. Subsequent days address how Cold War aerospace production changed the region and the nation; how the growing diversity of Southern California influenced workers' experiences; how popular culture reflected the "space age" (in such forms as Cold War science fiction films); and how the aerospace industry shaped suburban life. California State University, Long Beach (CSULB) hosts the workshop under the leadership of historians Tim Keirn and Dave Neumann. Three principal faculty members from University of Southern California (USC) guide the participants throughout the week: California historian Kevin Starr; William Deverell (director of the Huntington Library-USC Institute on California and the West [ICW]), whose lecture-discussions on the initial rise and subsequent decline of California aerospace bookend the program on Monday and Friday; and historian of science Peter Westwick, director of the Aerospace History Project within the ICW. CSULB historians Eileen Luhr and Ali Igmen, historian Jon Weiner (University of California at Irvine), and memoirist D. J. Waldie offers additional guest presentations. Site visits include behind-the-scenes tours of the Jet Propulsion Laboratory, the Columbia Memorial Space Center, the historic Long Beach Airport, the Wende Museum's Communist bloc collections, and the California Science Center. Visits are guided by experts such as Gerald Blackburn, a former Boeing project manager and president of the Aerospace Legacy Foundation. In preparation for the workshop, participants read Blue Sky Metropolis: Aerospace and Southern California (a collection edited by Westwick and Deverell). Various additional articles and excerpts from historians and cultural critics are discussed in the course of the workshop, on topics ranging from "Science Fiction Films and Cold War Anxiety" to the housing patterns of "Chocolate Cities and Vanilla Suburbs" in and around Los Angeles. Participants' lesson plans and all supporting digitized materials are to be made publicly available on CSU's interactive Multimedia Educational Resources for Learning and Online Teaching site.

Project fields: Education
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,527
Grant period: 10/1/2013 – 12/31/2014

Henry Ford, The (Dearborn, MI 48121-1970)
Paula Gangopadhyay
BH-50574-13
America's Industrial Revolution at The Henry Ford

Two one-week Landmarks workshops for eighty school teachers on America's Industrial Revolution as interpreted through The Henry Ford's Greenfield Village and the River Rouge factory.

Two one-week Landmarks workshops for eighty school teachers on America's Industrial Revolution as interpreted through The Henry Ford's Greenfield Village and the River Rouge factory. This workshop combines morning lecture/discussion sessions with visiting scholars organized around a specific theme followed by afternoon site visits to the Ford Rouge factory and Greenfield Village led by the museums' curators. The latter features historic buildings ranging from a colonial farmstead to Thomas Edison's Menlo Park laboratory complex that were gathered from around the United States to illustrate the country's economic development. Afternoons also include follow-up discussions with the morning's lecturer and curriculum development sessions. On Monday, Nancy Gabin (Purdue University) leads a session on the transition from home to factory production. On Tuesday, R. Douglas Hurt (Purdue University) presents on the mechanization of agriculture. On Wednesday, Martin Hershock (University of Michigan, Dearborn) speaks on the impact of steam power on transportation. On Thursday, Paul Israel (Rutgers University) discusses the increasing significance of science and systematic invention, paying special attention to Edison, Alexander Graham Bell, Nikola Tesla, and other late-nineteenth-century innovators. On Friday, Robert H. Casey (The Henry Ford) speaks on the development of the assembly line method of mass production. Readings include selections from historical works by Ruth Cowan, R. Douglas Hurt, Sarah Gordon, William Pretzer, Steven Meyer, and David Hounshell that address central workshop themes; participants also work with primary sources in The Henry Ford's archives in order to prepare lesson plans.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,557
Grant period: 10/1/2013 – 12/31/2014

University of California, Berkeley (Berkeley, CA 94720-1501)
Mark Brilliant
BH-50576-13
The San Francisco Bay Area Home Front in World War II

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

Two one-week Landmarks workshops for eighty school teachers on the social, economic, and cultural impact of World War II in the San Francisco Bay Area. This workshop explores social, economic, and cultural change in California's Bay Area as a case study for understanding how World War II altered American society. Three themes structure the program: 1) the movement of populations to and within California, with changes to the cultural landscape of the state and the nation; 2) mobilization for war, and its effects on social roles, the economy, and industrial work; and 3) the legacy of militarization for technology, industry, and civil rights. Project leaders are civil rights historian Mark Brilliant and Rachel Reinhard, director of the History-Social Science Project (University of California, Berkeley), which works with K-12 teachers. Monday's overview of the World War II home front includes a visit to artillery stations in the Marin Headlands. Participants read sections of Embattled Dreams: California in War and Peace, 1940-1950, and Warfare State: World War II Americans and the Age of Big Government by Kevin Starr and James Sparrow, respectively, in addition to primary sources. On Tuesday, teachers travel to Rosie the Riveter/WWII Home Front National Historic Park in Richmond, meeting with real-life "Rosies" and learning from oral historian Heather McCarty (Ohlone College) about the role of female and African-American labor, a subject also explored in their reading of Chester Himes's 1945 novel, If He Hollers, Let Him Go. On board the U.S.S. Red Oak Victory, the last ship completed in Richmond's Kaiser shipyards, they meet with veterans who served on the ship during World War II. Wednesday features a session with Karen Korematsu, whose father led the federal legal challenge against Japanese internment, and visits to the National Japanese American Society and Angel Island Immigration Station. On Thursday, participants take up the "Double Victory" campaign against segregation and discuss its civil rights legacy. They discuss readings from Maya Angelou's autobiographical I Know Why the Caged Bird Sings and Ronald Takaki's Double Victory: A Multicultural History of America in World War II. Documentaries on Japanese-American internment, "Blossoms and Thorns: A Community Uprooted," and the San Francisco African-American community, "Fillmore," are shown in the evenings. On Friday, a visit to Lawrence Berkeley National Laboratory is coupled with a lecture by nuclear history expert Cathryn Carson (University of California, Berkeley) and readings on the "Atomic West." The week concludes on board the U.S.S. Potomac Presidential Yacht, which served as Roosevelt's "Floating White House" and is now a working museum vessel moored in Oakland.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $178,734
Grant period: 10/1/2013 – 12/31/2014

Wing Luke Memorial Foundation (Seattle, WA 98104-2948)
Charlene Mano Shen
BH-50586-13
From Immigrants to Citizens: Asian Americans in the Pacific Northwest

Two one-week Landmarks workshops for eighty school teachers to explore the history and culture of Asian immigrant groups in the Pacific Northwest and their significance to the nation.

Two one-week Landmarks workshops for eighty school teachers to explore the history and culture of Asian immigrant groups in the Pacific Northwest and their significance to the nation. The Wing Luke Museum offers a workshop on the nineteenth-century wave of Asian Pacific immigration to the Pacific Northwest. Participants study the distinct histories of Native Hawaiians, Chinese, Japanese, Filipinos, and Asian Indians, exploring the contrasts between the groups' contributions to the region's economy, the protracted history of legal exclusion, and the tensions that emerged as they sought inclusion as Americans. Readings by workshop scholars, drawn from throughout the United States, and documents and artifacts from the Wing Luke collection augment the core text, Ronald Takaki's 1989 classic, Strangers from a Different Shore: A History of Asian Americans. The scholars include Erika Lee (University of Minnesota), author of At America's Gates: Chinese Immigration During the Exclusion Era; Gary Okihiro (Columbia University), author of Whispered Silences: Japanese Americans and World War II); and Chris Friday (Western Washington University), author of Organizing Asian American Labor: The Pacific Coast Canned Salmon Industry. Visits to key buildings, some of which are closed to the public, as well as to existing immigrant communities are into the daily schedule. In Seattle, participants visit Japantown, Chinatown, and Manilatown. Further afield, they see the Japanese American Exclusion Memorial and Filipino Community Hall on Bainbridge Island and a number of Chinese buildings, gardens, and archives in Port Townsend. They also visit the Port Gamble Historic District, former home of Native Hawaiians, and a Sikh religious center. Several sessions help teachers develop curriculum projects that are incorporated into a website along with primary texts, maps, and historic timelines.

Project fields: Interdisciplinary Studies, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,914
Grant period: 10/1/2013 – 12/31/2014

Gettysburg College (Gettysburg, PA 17325-1483)
Dave Powell
BH-50587-13
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 amount awarded: $169,341
Grant period: 10/1/2013 – 12/31/2014

Fort Ticonderoga (Ticonderoga, NY 12883-0390)
Richard Strum
BH-50588-13
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 amount awarded: $173,180
Grant period: 10/1/2013 – 12/31/2014

California State University, Sacramento (Sacramento, CA 95819-2694)
Chloe Burke
BH-50592-13
The California Gold Rush: Context and History

Two one-week Landmarks workshops for eighty school teachers to explore California Gold Rush history and its economic, environmental, and cultural setting.

Two one-week Landmarks workshops for eighty school teachers to explore California Gold Rush history and its economic, environmental, and cultural setting. Historians Chloe Burke (Sacramento State University) and Marcia Eymann (Center for Sacramento History) direct a workshop on the regional and national implications of the California Gold Rush. Based in Sacramento, "gateway to the goldfields," the workshop focuses on scholarship produced since the Gold Rush sesquicentennial in 1998. Authors of this new work, who have been drawn from throughout the United States, lecture and visit sites with participants. Kenneth Owens (Sacramento State University), author of Riches for All: The California Gold Rush and the World, introduces Gold Rush themes and leads a walk through Old Sacramento to highlight the historical urban and commercial underpinnings. Albert Hurtado (University of Oklahoma), author of Indian Survival on the California Frontier, describes relations between the first "Argonauts" and the largely native residents of the region. A visit to the Chaw'se Indian Grinding Rock park illuminates these early years. Owens then discusses the arrival of South Americans, Chinese, Europeans, and African Americans, and animates their stories by visiting two state parks, where many buildings inhabited by them still stand. Stacey Smith (Oregon State University), author of Freedom's Frontier: California and the Struggle Over Unfree Labor, Emancipation, and Reconstruction, explains how laws on labor and race relations shaped Gold Rush culture. Andrew Isenberg (Temple University), author of Mining California: An Ecological History, shows how the growth of "deep mining" industrialized the Gold Rush. Visits to two mines illustrate their environmental legacy. Marcia Eymann and Gary Kurutz (Special Collections, California State Library) introduce participants to primary texts and a rich collection of daguerreotypes and paintings. Before departing, teachers share curriculum ideas. A website hosts primary sources, links to other Gold Rush sites, and participants' teaching projects.

Project fields: History, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $178,353
Grant period: 10/1/2013 – 12/31/2014

London Town Foundation, Inc. (Edgewater, MD 21037-2120)
Lisa Robbins
BH-50596-13
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 amount awarded: $177,814
Grant period: 10/1/2013 – 12/31/2014

Fairfield University (Fairfield, CT 06824-5195)
Laura R. Nash
BH-50600-13
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.

Project fields: Film History and Criticism
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,340
Grant period: 10/1/2013 – 12/31/2014

University of Missouri Libraries (Kansas City, MO 64110)
Diane Mutti-Burke
BH-50601-13
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 amount awarded: $179,192
Grant period: 10/1/2013 – 12/31/2014

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed
BH-50467-12
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 amount awarded: $186,770
Grant period: 10/1/2012 – 12/31/2013

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

Florida Humanities Council (St. Petersburg, FL 33701-5005)
Ann S. Schoenacher
BH-50470-12
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 amount awarded: $179,500
Grant period: 10/1/2012 – 12/31/2014

Delta State University (Cleveland, MS 38732)
Luther Brown
BH-50472-12
The Most Southern Place on Earth: Music, History, and Culture of the Mississippi Delta

Two one-week workshops for eighty school teachers on the history and culture of the Mississippi Delta, with music as a focus.

Two one-week workshops for eighty school teachers on the history and culture of the Mississippi Delta, with music as a focus. Two six-day workshops focus on the history and culture of the Mississippi Delta, described by historian James Cobb as "the most Southern place on earth." Project director Luther Brown leads the first day's seminar on Delta history and the Mississippi River, to include the documentaries LaLee's Kin: the Legacy of Cotton and Fatal Flood, alongside a visit to the site of the levee break in the Great Flood of 1927. During day two, historian Charles Reagan Wilson (University of Mississippi) explores the area's ethnic and religious diversity, including its early Chinese, Russian Jewish, Lebanese, and Italian communities. Music scholar David Evans (University of Memphis) guides the third day on "The Blues: American Roots Music and the Culture That Produced It," featuring a visit to Dockery Farms, the plantation known as the birthplace of the Blues, and a discussion of how life in the Delta influenced the music of early Blues musicians like Charley Patton and Robert Johnson. On day four, Delta State faculty member Henry Outlaw presents the civil rights movement in Mississippi, with the Emmett Till story as a case study in "oppression, revolution, and reconciliation." Participants travel on day five to the National Civil Rights Museum in Memphis, where they also visit other historical landmarks and cultural institutions, including music-related sites. On day six, geographer John Strait (Sam Houston State University) lectures on the diaspora of Delta residents to the cities of the North. Readings include the following, among other works: James Cobb, The Most Southern Place on Earth: The Mississippi Delta and the Roots of Regional Identity; John M. Barry, Rising Tide: The Great Mississippi Flood of 1927; and Chris Crowe, Getting Away With Murder: The True Story of the Emmett Till Case.

Project fields: U.S. Regional Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $181,984
Grant period: 10/1/2012 – 12/31/2013

Funding details
Original grant (2012) $177,488
Supplement (2013) $4,496

Maritime Museum Association of San Diego (San Diego, CA 92101)
Raymond Ashley
BH-50476-12
Empires of the Wind: Exploration of the United States Pacific West Coast

Two one-week workshops for eighty school teachers on the exploration of California and the Pacific in the development of the young nation.

Two one-week workshops for eighty school teachers on the exploration of California and the Pacific in the development of the young nation. The Maritime Museum of San Diego (MMSD) offers a workshop led by Raymond Ashley on Pacific exploration. Noting the European arrival in San Diego sixty-five years before Jamestown, it underscores the importance of the West Coast in early American history. Participants study European voyages and consider how period maps revealed early understandings of geography, diverse cultures, and the science of navigation. They learn about prehistoric Native American seafaring, the first interactions between Spanish explorers and native peoples, and the rivalries between Spanish, British, French, and Russian colonizers. Lastly, they study how exploration of the wider Pacific region through such ventures as whaling and trade with China yielded complex communication, migration patterns, and political exchanges. Led by project director Raymond Ashley (MMSD), the workshops benefit from the expertise of Stephen Collston (San Diego State University), Stan Rodriguez (Kumeyaay College), Iris Engstrand (University of San Diego), and David Ringrose (University of California, San Diego), among others. In addition to the museum's collection of historic ships, some of which serve as an on-board classroom, participants visit the Cabrillo National Monument, Old Town San Diego State Historic Park, and the San Diego Mission de Alcala. Primary sources include maps, shipping manifests, and customs bills, as well as European and native accounts of exploration and first encounters. Secondary sources include J. C. Beaglehole's The Exploration of the Pacific, William Schurz's The Manila Galleon, Lynn Withey's Voyages of Discovery: Captain Cook and the Exploration of the Pacific, and Richard Johnson's Thence Round Cape Horn. Finally, after a morning on the State's official tallship, California, to immerse participants in aspects of sailing the ship, they share their progress on group teaching projects that are later posted on the MMSD website.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $164,677
Grant period: 10/1/2012 – 12/31/2013

Ramapo College of New Jersey (Mahwah, NJ 07430-1623)
Meredith Davis (project director)
Stephen P. Rice (co-project director)
BH-50481-12
The Hudson River in the 19th Century and the Modernization of America

Two one-week workshops for eighty school teachers that survey the Hudson River in an interdisciplinary study of modernization in nineteenth-century America.

Two one-week workshops for eighty school teachers that survey the Hudson River in an interdisciplinary study of modernization in nineteenth-century America. Ramapo College offers a workshop on the Hudson River as a case study of the scope of modernization in nineteenth-century America. The study of art, literature, and architecture, alongside the developments of commerce, industry, and tourism that emerged on the nineteenth-century Hudson, reveal the diverse ways in which Americans navigated the waterway. This approach also brings an interdisciplinary perspective to history and a humanities focus to environmental studies. Each day allows for a specific topic with lectures, readings, and site-based activities tied to a region of the river. The workshop begins by considering the mouth of the Hudson as estuary and economic gateway; participants survey New York Harbor by boat, walk the commercial district of Wall Street, and read Walt Whitman's poetry at the foot of the Brooklyn Bridge. Farther up river, they discuss short stories by Washington Irving; visit his home, Sunnyside; and compare this modest structure to Lyndhurst, its Gilded-Age neighbor and home of financier Jay Gould. They study the development of the steamboat and Erie Canal for the purpose of industry and commerce, and the Hudson River School paintings of Thomas Cole as romantic depictions of nature. Finally, a morning boat trip-enhanced by readings in period guidebooks-enable participants to interpret the river's dramatic geology, iconic vistas, and environmental change through a nineteenth-century lens. Project directors Stephen P. Rice and Meredith Davis are scholars of American studies and art history, respectively. Their expertise is supplemented by Elizabeth Hutchinson (art history, Columbia University), Roger Panetta (Curator of the Hudson River Collection, Fordham University), Judith Richardson (English, Stanford University), Thomas Wermuth (history, Marist College and Director of the Hudson River Valley Institute), and Stephen Stanne (Hudson River Estuary Program, Cornell University). In addition to place-based writing exercises, a session entitled "Teaching Your Place" assists teachers in the translation of the Hudson River workshop to local sites.

Project fields: American Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,876
Grant period: 10/1/2012 – 12/31/2013

Kentucky Historical Society (Frankfort, KY 40601)
Tim Talbott
BH-50488-12
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 amount awarded: $178,741
Grant period: 10/1/2012 – 12/31/2013

Chicago Architecture Foundation (Chicago, IL 60604-2527)
Jennifer Masengarb
BH-50489-12
The American Skyscraper: Transforming Chicago and the Nation

Two one-week workshops for eighty school teachers on the development of the skyscraper in Chicago and the relationship of skyscrapers to urbanization.

Two one-week workshops for eighty school teachers on the development of the skyscraper in Chicago and the relationship of skyscrapers to urbanization. The Chicago Architecture Foundation (CAF) offers a workshop to explore how the rise of the skyscraper stimulated and reflected change in American life. Between 1885 and 1895, rising land prices and technological changes such as the invention of the elevator and the steel frame made a new building type, the skyscraper, both commercially necessary and physically possible. In the heart of Chicago's city center or "Loop," a boom of new tall buildings formed what became known as the "Chicago School" of architecture. Workshop participants examine the interplay of economic, cultural, and aesthetic influences that transformed Chicago's built landscape from the 1880s through the present. Teachers visit several landmark buildings throughout the "Loop," such as the Reliance Building (D. H. Burnham & Co., 1895), the Chicago Tribune Tower (Raymond Hood, 1925), and the Federal Center (Mies van der Rohe, 1964, 1974). Sessions with historian Henry Binford (Northwestern University) and architectural historians Katherine Solomonson (University of Minnesota) and Joanna Merwood-Salisbury (Parsons The New School for Design), as well as with practicing architects, advance exploration of the complexities of the tall building boom. Readings include selections from (among other works) William Cronon, Nature's Metropolis: Chicago and the Great West; Daniel Bluestone, Constructing Chicago; Louis Sullivan's 1896 essay, "The Tall Office Building Artistically Considered"; and Carl Sandburg's 1916 Chicago Poems. Participants receive CAF's award-winning curriculum guide, Schoolyards to Skylines: Teaching with Chicago's Amazing Architecture.

Project fields: Interdisciplinary Studies, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $172,393
Grant period: 10/1/2012 – 12/31/2013

University of Massachusetts, Lowell (Lowell, MA 01854-2827)
Sheila Kirschbaum
BH-50492-12
Inventing America: Lowell and the Industrial Revolution

Two one-week workshops for eighty school teachers on the textile industry in Lowell, Massachusetts, as a case study of early nineteenth-century industrialization.

Two one-week workshops for eighty school teachers on the textile industry in Lowell, Massachusetts, as a case study of early nineteenth-century industrialization. This workshop focuses on Lowell, Massachusetts, the first planned industrial city in the United States, as a means to study changes in work, economics, society, culture, and the environment that occurred between 1820 and 1860. To address the key themes that a study of Lowell invites, Merritt Roe Smith (Massachusetts Institute of Technology) places the local textile industry in an international context, Patrick Malone (Brown University) focuses on Lowell's water power system, Jack Larkin (Old Sturbridge Village) discusses the transition from an agrarian to a market-based economy, Gray Fitzsimons (GGF Historical Consultants) focuses on the textile industry's management structure and on the experience of Irish and French Canadian immigrants, Robert Forrant (University of Massachusetts, Lowell) speaks about labor's responses to the new industrial order, Chad Montrie (University of Massachusetts, Lowell) explores the tensions between the traditional and the modern in the literature of the early nineteenth century, and Marie Frank (University of Massachusetts, Lowell) utilizes two selections (by Thomas Cole and Charles Sheeler) from the NEH Picturing America portfolio to explore responses to industrialization and the American landscape. Participants directly examine Lowell's rich historic fabric such as the Suffolk Mill, the Boott Cotton Mill and Boarding House, and other mill sites along the Merrimack and Concord Rivers. Site visits to Old Sturbridge Village and the town of Concord put the industrial developments in a wider context. In addition to readings by workshop scholars, the participants read selections by historians Thomas Dublin, Patrick Malone, and Brian Mitchell; the period literature of Charles Dickens, Ralph Waldo Emerson, Henry David Thoreau, and Nathaniel Hawthorne; and the writings of young women who worked in the mills. The university provides online support through Blackboard, and teachers develop lesson plans, the best of which are posted on the workshop's website.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $180,861
Grant period: 10/1/2012 – 6/30/2014

Funding details
Original grant (2012) $169,430
Supplement (2013) $11,431

SUNY Research Foundation, College at Cortland (Cortland, NY 13045)
Kevin B. Sheets (project director)
Randi Jill Storch (co-project director)
BH-50495-12
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 amount awarded: $159,983
Grant period: 10/1/2012 – 12/31/2013

Wright on the Park, Inc. (Mason City, IA 50402-0792)
Patricia Ann Schultz
BH-50497-12
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 amount awarded: $179,993
Grant period: 10/1/2012 – 12/31/2013

Millsaps College (Jackson, MS 39210-0002)
Suzanne Marrs
BH-50502-12
One Place, One Time: Jackson, Mississippi, 1963

Two one-week workshops for eighty school teachers focused on the year 1963 in Jackson, Mississippi, with the murder of civil rights leader Medgar Evers and its aftermath.

Two one-week workshops for eighty school teachers focused on the year 1963 in Jackson, Mississippi, with the murder of civil rights leader Medgar Evers and its aftermath. After midnight on June 12, 1963, civil rights leader Medgar Evers was shot in his driveway in Jackson, Mississippi, just hours after President Kennedy had pledged his support for sweeping civil rights legislation in a televised address to the nation. By working "both backwards and forwards" from this focal point, this new workshop helps teachers to "understand the complex intersections of race and power, cultural change and resistance, institutions and individuals and to make these intersections vivid for their students." This project is led by Millsaps faculty members Suzanne Marrs and Stephanie Rolph, a historian of the civil rights era in the South. Myrlie Evers-Williams, Evers's widow, gives a keynote address on Sunday evening. Monday begins with an introductory lecture by Rolph, after which Mississippi civil rights movement veteran Leslie McLemore (political science, Jackson State University) leads a tour of civil rights sites, including the Medgar Evers House. The tour concludes at the Margaret Walker Alexander Center, where director Robert Luckett (history, Jackson State University) examines archival holdings with participants. The next day, biographer Michael Vinson Williams (history and African-American studies, Mississippi State University) discusses Evers's life, and staff at the Department of Archives and History introduce their Evers Papers and holdings from the Sovereignty Commission, a de facto intelligence organization. Reverend Edwin King, himself spied upon by the Sovereignty Commission, discusses his response to the opening of these papers, and on Wednesday details the roles of Tougaloo College (where he was chaplain in 1963) and Millsaps College (from which he graduated) in the "Jackson Movement." Participants explore works by Eudora Welty (including a story in the voice of the then-unidentified assassin) and learn about Welty's civil rights involvement in touring the Welty House. On Thursday, former NEH councilmember Peggy Prenshaw discusses autobiographical writings by Myrlie Evers, Anne Moody, and Willie Morris, as well as other responses to the assassination (Margaret Walker Alexander's poems; Bob Dylan's song "Only a Pawn in Their Game"). The role of journalism "then and now" is taken up on Friday: Rolph leads participants in analyzing the press response to Evers's killing, and investigative reporter Jerry Mitchell discusses his 1993-1994 Jackson Clarion-Ledger articles looking back at the assassination, which spurred the reopening of the murder case against Byron de la Beckwith, convicted in 1994. Rolph then gives a concluding session on the legacy of 1963 Jackson, and participants share their research and curricular work from the week.

Project fields: American Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,530
Grant period: 10/1/2012 – 12/31/2013

Montana Historical Society (Helena, MT 59601-4514)
Kirby Lambert (project director)
Paula E. Petrik (co-project director)
BH-50510-12
The Richest Hills: Mining in the Far West, 1862-1920

Two one-week workshops for eighty school teachers that connect the study of mines and mining in Montana to broad patterns in U. S. history.

Two one-week workshops for eighty school teachers that connect the study of mines and mining in Montana to broad patterns in U. S. history. This workshop addresses the contribution of western mining to the social and economic history of the United States through the study of the different types of mining in four Montana towns. Lectures and discussions address such topics as the technological processes of mining; capital and labor in the mining industry; the architecture and commercial life of Bannack, Virginia City, Helena, and Butte; African-American, Jewish, and Chinese communities; and relations with Native Americans in the region. Project co-directors Kirby Lambert (Montana Historical Society [MHS]) and Paula Petrik (history, George Mason University) are joined by Robert Swartout (history, Carroll College), Ken Egan (literature, Humanities Montana), Fredric Quivik (industrial heritage and archaeology, Michigan Technological University), Ray Breuninger (geology, University of Montana), Mary Murphy (history, Montana State University), Nicholas Vrooman (Native American history, University of Montana), independent filmmaker Pamela Roberts, and other local experts. Readings include selections from Montana: A History of Two Centuries (Michael Malone et al.) and Montana: Stories of the Land (Krys Holmes), as well as scholarly chapters and articles, several by workshop faculty Petrik, Murphy, and Vrooman. The participants also use primary sources from MHS, including documents, maps, and photographs, as they develop teaching units.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $191,910
Grant period: 10/1/2012 – 6/30/2014

Funding details
Original grant (2012) $179,910
Supplement (2013) $12,000

University of California, Davis (Davis, CA 95616-5270)
Ari Kelman (project director)
Eric Rauchway (co-project director)
BH-50512-12
The Transcontinental Railroad: Transforming California and the Nation

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

Two one-week workshops for eighty 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 Stanford University's Bill Lane Center for the West, the Chinese Historical Society of America, and the treacherous Donner Pass, an example of 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 (Stanford University) and Richard J. Orsi (California State University, East Bay), as well as museum curators and staff. 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 of Time and Space in the 19th Century; Andrew C. Isenberg's The Destruction of the Bison: An Environmental History, 1850-1920; and The West as America: Reinterpreting Images of the Frontier, 1820-1920, edited by William Truettner. During the workshop, participants develop a resource list, annotated bibliography, and lesson or unit plans for posting on the project's website.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $180,000
Grant period: 10/1/2012 – 12/31/2013

California State University, Monterey Bay (Seaside, CA 93955)
Ruben G. Mendoza
BH-50515-12
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 amount awarded: $188,695
Grant period: 10/1/2012 – 12/31/2013

Funding details
Original grant (2012) $176,698
Supplement (2013) $11,997

Siena College (Loudonville, NY 12211-1462)
Jennifer Dorsey
BH-50520-12
Heaven on Earth: Shakers, Religious Revival, and Social Reform in America

Two one-week workshops for eighty school teachers on the nineteenth-century Shaker movement and the communitarian society it produced.

Two one-week workshops for eighty school teachers on the nineteenth-century Shaker movement and the communitarian society it produced. This workshop is anchored in the observation that "[t]he impulse toward utopia has played a vital role in the evolution of American culture from the seventeenth century to the present." Given the opportunity to engage in close study of Shaker history and material culture, teachers gain a deeper understanding of the importance of the utopian experiment in American history. The United Society of Believers in Christ's Second Appearing (Shakers) came to America under the direction of Mother Ann Lee (1736-1784), who evangelized on the basic tenets of their faith, including celibacy, gender equality, and a communal life. The growth of the Shaker movement took place against the backdrop of industrial and commercial transformation that was particularly intense in New York, with its aggressive investment in transportation; by the 1830s approximately 6,000 Shakers lived in nineteen communities from Kentucky to Maine. Assigned readings include works by visiting scholars Stephen Stein (The Shaker Experience in America) and Glendyne Wergland (One Shaker Life: Isaac Newton Youngs, 1793-1865, and Sisters in the Faith: Shaker Women and Equality of the Sexes), as well as readings drawn from nineteenth-century Shaker writings and testimonials. Participants visit Hancock Shaker Village in Hancock, Massachusetts, as part of a general introduction to the time in which the Shakers lived and how their community life responded to it, as explained by project director Jennifer Dorsey. Glendyne Wergland leads sessions on two days, covering a wide range of topics--health, diet, celibacy, gender roles, education, children--and accompanying the group on field trips to the Shaker Museum and Library at Mount Lebanon and to the New York State Library in Albany, which houses a collection of documents relating to Shaker educational practices. On the fourth day, Stephen Stein joins the group to discuss Shaker spirituality in the context of the Great Awakening; in the visit to the Shaker Heritage Society in Watervliet, New York, director Starlyn D'Angelo discusses Shaker architecture, music, and dance. On the last day, Professor Stein focuses on the post-Civil War decline of the Shaker movement, the mythology or romanticism about Shakers that subsequently emerged, and the Shakers' efforts in the early twentieth century to preserve their own material culture, culminating in a visit to the New York State Museum's Shaker Collection. The teachers are expected to develop curricula that incorporate material culture or use primary source documents.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $175,767
Grant period: 10/1/2012 – 12/31/2013

University of Connecticut (Storrs, CT 06269-9000)
Robert W. Stephens (project director)
Mary Ellen Junda (co-project director)
BH-50522-12
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 amount awarded: $191,873
Grant period: 10/1/2012 – 12/31/2014

Funding details
Original grant (2012) $179,915
Supplement (2013) $11,958

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2356)
Timothy D. Walker
BH-50524-12
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 amount awarded: $179,986
Grant period: 10/1/2012 – 12/31/2013

U.S.S. Constitution Museum (Boston, MA 02129-0215)
Sarah Watkins
BH-50529-12
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 amount awarded: $179,548
Grant period: 10/1/2012 – 12/31/2013

Niagara County Community College (Sanborn, NY 14132-9487)
Pierson Bell
BH-50533-12
Clinton's Ditch: The Erie Canal in Western New York

Two one-week workshops on the construction of the Erie Canal and its economic, social, and cultural impact.

Two one-week workshops on the construction of the Erie Canal and its economic, social, and cultural impact. This workshop guides teachers through an in-depth exploration of the construction of the Erie Canal and the "larger themes of how advancements in transportation, communication, and engineering change not only the economy but the political climate, social interactions, and the culture of a people." The development of a commercial waterway in upstate New York that eventually spanned 363 miles began in controversy concerning funding, engineering, and labor challenges, but this did not deter Governor DeWitt Clinton, who realized the enormous economic advantage of constructing what was derided as "Clinton's Ditch." This background is covered by author Gerard Koeppel and historian Tamara Plankins Thornton (University of Buffalo), supported by readings from David Walker Howe's What God Hath Wrought: The Transformation of America, 1815-1848 and Koeppel's Bond of Union: Building the Erie Canal and the American Empire. An Erie Canal trip originating in Lockport, NY, allows participants to experience first-hand the engineering challenges posed by elevation changes between Buffalo and Albany, and the technical innovations they inspired. Director Pierson Bell, a veteran teacher in the Niagara County School District, next teams up with Roger Hecht (literature, State University of New York, Oneonta) to examine the cultural impact of the canal through landscape painting, prints and drawings, and selections of writings by Twain, Hawthorne, and Harriet Beecher Stowe drawn from Hecht's The Erie Canal Reader, 1790-1950. Wednesday is devoted to group tours of the Erie Canal Museum, housed in the old "weighlock" building that provided a system for determining toll charges, and trips to Camillus Erie Canal Park and the Mile Creek Aqueduct. On Thursday, historian F. Daniel Larkin (SUNY Oneonta) addresses the rapid growth the canal brought to cities like Buffalo, expanding upon Ronald Shaw's Erie Water West: a History of the Erie Canal, 1792-1854. Professor Larkin stays the following day to share insights about various primary sources-maps, drawings, blueprints, and photographs-as teachers, working in small groups, develop their document projects and virtual archives. On Saturday, the teachers report on their projects and then gather for a late afternoon trip to Niagara Falls State Park.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $175,122
Grant period: 10/1/2012 – 12/31/2013

Pocumtuck Valley Memorial Association (Deerfield, MA 01342)
Barbara A. Mathews
BH-50536-12
Living on the Edge of Empire: Alliance, Conflict, and Captivity in Colonial New England

Two one-week workshops for eighty school teachers on cross-cultural contact and conflict, set in colonial Deerfield, Massachusetts.

Two one-week workshops for eighty school teachers on cross-cultural contact and conflict, set in colonial Deerfield, Massachusetts. This workshop uses the 1704 Raid on Deerfield as an entry point for studying encounters between Native Americans, African-American slaves, and European settlers in the early colonial period. During the raid-part of a war between England and France over the Spanish crown-French and Native American forces set fire to Deerfield and slew more than fifty villagers. Workshop topics include Native American nations and alliances, European religious and political conflicts, daily life in colonial and tribal settlements, slavery, and captivity narratives. Based at the Old Deerfield Village Historic Landmark District, the project involves visits to several collections of eighteenth century artifacts, the colonial Wells-Thorn House, and the Pocumtuck children's museum, as well as the Pocumtuck Fort, where an archaeologist introduces participants to an active dig site. As part of a session on the legacy of the raid in history and memory, participants view and discuss two films, Ononko's Vow (1910) and Captive: The Story of Esther (2005). Among the readings are Evan Haefeli and Kevin Sweeney's Captors and Captives: The 1704 French and Indian Raid on Deerfield, William Cronon's Changes in the Land: Indians, Colonists, and the Ecology of New England; and Joanne Melish's essay "Slavery and the Slave Trade in Colonial New England." Participants also read The Unredeemed Captive: A Family Story from Early America by Yale historian John Demos, who gives a talk on his research. Other visiting historians include Joanne Melish (University of Kentucky) and Kevin Sweeney (Amherst College). Margaret Bruchac, a Wobanaki Indian and anthropologist at University of Connecticut, lectures on local Indian history and lead a tour of former tribal lands. Participants spend part of each day developing lesson plans and other curricular materials under the guidance of staff historians and master teachers.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,294
Grant period: 10/1/2012 – 12/31/2013

Birmingham Civil Rights Institute (Birmingham, AL 35203-1911)
Martha V. Bouyer
BH-50538-12
But for Birmingham: The Rise of the Magic City and the Evolution of the Civil Rights Movement

Two one-week workshops for eighty school teachers on labor history and the civil rights struggle in Birmingham, Alabama.

Two one-week workshops for eighty school teachers on labor history and the civil rights struggle in Birmingham, Alabama. The Birmingham Civil Rights Institute (BCRI) offers a workshop on Birmingham, tracing its history as an industrial center and its role in the civil rights movement. The workshop begins with an examination of post-Civil War labor relations and the rise of Birmingham as an industrial center before turning to discussion of the role of labor in the civil rights movement. Participants then turn to an in-depth examination of civil rights activism in Birmingham, which includes a panel discussion with veterans of the movement. They visit a variety of sites around the city: Sloss Furnace; Red Mountain Park, where the remnants of several mines are located; Bethel Baptist Church; the Smithfield neighborhood, where residential segregation was challenged in the 1950s; and the Sixteenth Street Baptist Church. In addition to the project director, presenters include Glenn Eskew (Georgia State University), Calvin Woods (Southern Christian Leadership Conference), Robert Corley (University of Alabama, Birmingham), Horace Huntley (University of Alabama, Birmingham), and G. Douglas Jones (former U.S. attorney), as well as site curatorial staff. Readings are drawn from Eskew's But for Birmingham, Charles Connerly's The Most Segregated City in America, Douglas Blackmon's Slavery by Another Name, and Andrew Manis's biography of Rev. Fred Shuttlesworth, as well as collections of oral history interviews and primary sources from the BCRI's archives. Participants also view two documentaries: The Barber of Birmingham and NEH-funded Slavery by Another Name.

Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,881
Grant period: 10/1/2012 – 12/31/2013

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Caroline Pryor
BH-50415-11
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 amount awarded: $160,518
Grant period: 10/1/2011 – 12/31/2012

Georgia State University Research Foundation, Inc. (Atlanta, GA 30303)
Timothy J. Crimmins
BH-50416-11
The Problem of the Color Line: Atlanta Landmarks and Civil Rights History

Two one-week Landmarks workshops for eighty school teachers on southern segregation and the civil rights movement in Atlanta.

"The Problem of the Color Line: Atlanta Landmarks and Civil Rights History" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on southern segregation and the Civil Rights movement in Atlanta. The project is anchored in an observation made by W. E. B. Du Bois in The Souls of Black Folk (1903): "The Problem of the Twentieth Century is the problem of the color line." In addition to Atlanta University's Stone Hall, where Du Bois penned this famous reflection, the project uses other Atlanta sites as touchstones for examining the history of the "color line," race relations, and the Civil Rights movement in twentieth-century America. Sites include Piedmont Park, the site of Booker T. Washington's 1895 "Atlanta Compromise" speech; the residence of Alonzo Herndon, a former slave who became Atlanta's first black millionaire; the Fox Theatre, which still bears the marks of the segregation era; the State Capitol, which retains monuments to both Jim Crow and the triumph over the color line; and the Auburn Avenue National Landmark District (the site of Ebenezer Baptist Church) and the Martin Luther King, Jr. National Historic Site. Georgia State University faculty members Timothy J. Crimmins, Glenn Eskew, Clifford Kuhn, and Akinyele Umoja address such topics as the South before the color line, the debate between W. E. B. Du Bois and Booker T. Washington, the Atlanta Race Riot of 1906, and race relations in Atlanta from the 1930s to the 1990s. In addition, Dana White (Emory University), Beverly Guy Sheftall (Spelman College), and Vickie Crawford (Morehouse College) lecture about patterns of segregation in Atlanta during the Jim Crow era and women in the Civil Rights movement. Readings are drawn from varied primary sources (such as Du Bois's The Souls of Black Folk, Ray Baker's Following the Color Line, and autobiographies by Walter White and John Lewis), secondary works (such as William Chafe's Remembering Jim Crow and Aldon Morris's Origins of the Civil Rights Movement), and literary texts (from such writers as Margaret Mitchell, Joel Chandler Harris ["Uncle Remus"], Flannery O'Connor, Alice Walker, and Tom Wolfe).

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,997
Grant period: 10/1/2011 – 3/31/2013

Massachusetts Historical Society (Boston, MA 02215-3631)
Jayne K. Gordon
BH-50417-11
At the Crossroads of Revolution: Lexington and Concord in 1775

Two one-week Landmarks workshops for eighty school teachers on Lexington and Concord, Massachusetts, and the outbreak of the American Revolutionary War on April 19, 1775.

"At the Crossroads of Revolution: Lexington and Concord in 1775" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on Lexington and Concord, Massachusetts, and the outbreak of the American Revolutionary War on April 19, 1775. Utilizing Minute Man National Historical Park (including the North Bridge and the preserved "Battle Road"), Freedom Trail in Boston, and sites in Concord itself, the project focuses on the battles of Lexington and Concord to illuminate the following topics: New England life and society on the eve of the Revolution; the developing conflict between Britain and its colonies; the battles themselves; the impact of the events on ordinary farmers, women, and African Americans; the local environment and landscape in relation to the history of the time; and the legacies of the Revolution, particularly in the writings of nineteenth-century Concord authors such as Louisa May Alcott, Ralph Waldo Emerson, and Henry David Thoreau. The project faculty includes co-directors Jayne Gordon and Kathleen Barker (Massachusetts Historical Society [MHS]), Robert Gross (history, University of Connecticut), William Fowler (history, Northeastern University), Brian Donahue (environmental studies, Brandeis University), and Mary Fuhrer and Joanne Meyers (independent historians).

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $170,937
Grant period: 10/1/2011 – 12/31/2012

Apprend Foundation (Durham, NC 27713-2219)
Laurel Sneed
BH-50419-11
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 amount awarded: $172,022
Grant period: 10/1/2011 – 12/31/2012

Delta State University (Cleveland, MS 38732)
Luther Brown
BH-50420-11
The Most Southern Place on Earth: Music, History, and Culture of the Mississippi Delta

Two one-week Landmarks workshops for eighty school teachers on the Mississippi Delta's rich history, diverse peoples, and impact on the American imagination.

"The Most Southern Place on Earth: Music, History, and Culture of the Mississippi Delta" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on the Mississippi Delta region, its rich history, its diverse peoples, and its impact on the American imagination. Project director Luther Brown leads the first day's seminar on Delta history and the Mississippi River, including the documentaries LaLee's Kin: The Legacy of Cotton and Fatal Flood alongside a visit to the site of the levee break in the Great Flood of 1927. During day two, historian Charles Reagan Wilson (University of Mississippi) explores the area's ethnic and religious diversity, including its early Chinese, Russian Jewish, Lebanese, and Italian communities. Music scholar David Evans (University of Memphis) guides the third day on "The Blues: American Roots Music and the Culture that Produced It," featuring a visit to Dockery Farms, the plantation viewed as the birthplace of the Blues. On day four, Delta State faculty member Henry Outlaw presents the Civil Rights movement in Mississippi, with the Emmett Till story as a case study in "oppression, revolution, and reconciliation." Participants travel on day five to the National Civil Rights Museum in Memphis, where they also visit other historical landmarks and cultural institutions (including music-related sites). On day six, geographer John Strait (Sam Houston State University) talks about the diaspora of Delta residents to the cities of the North. Readings include The Most Southern Place on Earth: The Mississippi Delta and the Roots of Regional Identity (James Cobb), Rising Tide: The Great Mississippi Flood of 1927 (John M. Barry), and Getting Away With Murder: The True Story of the Emmett Till Case (Chris Crowe), among other works.

[Grant products]
Project fields: U.S. Regional Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $178,872
Grant period: 10/1/2011 – 12/31/2012

Mark Twain House (Hartford, CT 06105-6400)
Craig Hotchkiss
BH-50423-11
Huck, Jim and Jim Crow: a Workshop for Teachers

Two one-week Landmarks workshops for eighty school teachers on Mark Twain, Huckleberry Finn, and race in post-Reconstruction America.

"Huck, Jim, and Jim Crow" consists of two one-week NEH Landmarks of American History and Culture Workshops held summer 2012 for eighty school teachers on Mark Twain, Huckleberry Finn, and race in post-Reconstruction America. The workshops explore Mark Twain and his writings in their social, political, and historical contexts. Project director Craig Hotchkiss heads a team of scholars and educators who prepare participants to teach their students about Huckleberry Finn, the important issues it addresses, and the controversies it has engendered. The program opens with a tour of the Mark Twain House in Hartford, Connecticut, where Twain lived from 1871 to 1891. The tour is led by Hotchkiss and chief curator Patricia Philippon, who introduces the museum's library, archives, and collections. Scholarly presentations begin on the first day with Kerry Driscoll (St. Joseph College) on "The Origins of Adventures of Huckleberry Finn." Other literary scholars include John Bird (Winthrop University) on the novel's use of dialect; Robert Hirst (General Editor of the Mark Twain Project, University of California at Berkeley) exploring "Mark Twain on Racism" through the author's own notes and drafts of the novel; Stephen Railton (University of Virginia) on Twain's relationship with George Washington Cable and their "Twins of Genius Tour"; Ann Ryan (Le Moyne College) on the era's representations of black men; and Bruce Michelson (University of Illinois) on the novel's ending. Further framing is provided by Wilbert Jenkins (Temple University) on African Americans during Reconstruction and the advent of Jim Crow, and Eric Lott (University of Virginia) on the blackface minstrel tradition. Curator David Pilgrim (Ferris State University) also guides teachers through the exhibition "Hateful Things," on loan from the Jim Crow Museum of Racist Memorabilia.

[Grant products]
Project fields: American Studies
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $145,873
Grant period: 10/1/2011 – 12/31/2012

Maritime Museum Association of San Diego (San Diego, CA 92101)
Raymond Ashley
BH-50424-11
Empires of the Wind: Exploration of the United States Pacific West Coast

Two one-week Landmarks workshops for eighty school teachers on Pacific exploration and the colonization of the American west coast, held at sites in San Diego, California.

"Empires of the Wind: Exploration of the United States Pacific West Coast" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on Pacific exploration and the colonization of the American west coast, held at sites in San Diego, California. The program uses resources at the San Diego Maritime Museum, the Cabrillo National Monument, Old Town San Diego State Historic Park, and San Diego Mission de Alcala. Sessions consider early European voyages and mapping; Spanish interactions with Native Americans in Mexico and the southwest; the role of scientific discoveries in exploration; Spanish, British, and Russian imperial rivalries; the Spanish in California; and Americans in the Pacific from the beginnings of the China trade to the Civil War. Primary sources include maps, European accounts of exploration, and native responses; secondary sources mentioned include works by J.C. Beaglehole, William Schurtz, Lynn Withey, and Richard Johnson. In addition to project director Raymond Ashley (Maritime Museum of San Diego), visiting scholar presenters include Stephen Collston (San Diego State University), Jim Cassidy (U.S. Navy Southwest Cultural Resources Program Manager), Stan Rodriguez (Kumeyaay College), Iris Engstrand (University of San Diego), David Ringrose (University of California, San Diego), and Bruce Linder (independent scholar); Maritime Museum of San Diego staff, site specialists, and curriculum experts are also on hand to assist participants.

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $168,369
Grant period: 10/1/2011 – 12/31/2012

Chicago Architecture Foundation (Chicago, IL 60604-2527)
Jennifer Masengarb
BH-50430-11
The American Skyscraper: Transforming Chicago and the Nation

Two one-week Landmarks workshops for eighty school teachers on the origins of the skyscraper in Chicago and its relationship to urbanization.

"The American Skyscraper: Transforming Chicago and the Nation" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on the development of the skyscraper in Chicago and the relationship of such buildings to urbanization. Between 1885 and 1895, as technological innovations (elevators, the steel frame, and fireproof building materials, among others) made tall buildings both physically possible and commercially feasible, Chicago experienced a skyscraper boom. This workshop hosted by the Chicago Architecture Foundation (CAF) focuses on the central question: How does the rise of the skyscraper stimulate and reflect change in American life? Participants examine the city's geographical features, as well as the interplay of cultural, philosophical, and aesthetic influences that marked the evolution of Chicago's built landscape from the 1880s through the present. Teachers visit several landmark buildings and architectural firms throughout Chicago's "Loop." Lecture/discussion sessions with historian Henry Binford (Northwestern University) and architectural historians Katherine Solomonson (University of Minnesota) and Joanna Merwood-Salisbury (Parsons The New School for Design), as well as with practicing architects, advance exploration of the complexities of the tall building boom. Readings include selections from (among other works) William Cronan, Nature's Metropolis: Chicago and the Great West; Donald Miller, City of the Century: The Epic of Chicago and the Making of America; Daniel Bluestone, Constructing Chicago; and Carl Sandburg, Chicago Poems. Participants receive CAF's Schoolyards to Skylines: Teaching with Chicago's Amazing Architecture.

[Grant products]
Project fields: Interdisciplinary Studies, General
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $177,523
Grant period: 10/1/2011 – 12/31/2012

University of Missouri, Kansas City (Kansas City, MO 64110-2446)
Diane Mutti-Burke
BH-50432-11
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.

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $179,882
Grant period: 10/1/2011 – 12/31/2012

University of New Mexico (Albuquerque, NM 87131-0001)
Rebecca Maria Sanchez
BH-50434-11
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 amount awarded: $153,097
Grant period: 10/1/2011 – 12/31/2012

Ohio Historical Society (Columbus, OH 43211-2497)
Rebecca Trivison
BH-50444-11
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 amount awarded: $170,258
Grant period: 10/1/2011 – 12/31/2012

University of Massachusetts, Lowell (Lowell, MA 01854-2827)
Sheila Kirschbaum
BH-50445-11
Inventing America: Lowell and the Industrial Revolution

Two one-week Landmarks workshops for eighty school teachers on the textile industry in Lowell, Massachusetts, as a case study of early nineteenth-century industrialization.

"Inventing America: Lowell and the Industrial Revolution" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers. The program is offered by the Tsongas Industrial History Center, a partnership of the University of Massachusetts at Lowell and the Lowell National Historical Park, and focuses on the textile industry in Lowell, Massachusetts, as a case study of early nineteenth-century industrialization. During the workshops, historians and other scholars lead lecture/discussions on key themes in Lowell's history. Merritt Roe Smith (Massachusetts Institute of Technology) places the local textile industry in an international context; Patrick Malone (Brown University) focuses on Lowell's water power system; Jack Larkin (Old Sturbridge Village) talks about the transition from an agrarian to a market-based economy; Gray Fitzsimons (formerly National Park Service) focuses on the textile industry's management structure and on the experience of Irish and French-Canadian immigrants; Robert Forrant (University of Massachusetts, Lowell) speaks about labor's responses to the new industrial order; and Chad Montrie (University of Massachusetts, Lowell) explores the tensions between the traditional and the modern in the literature of the early nineteenth century. Participants visit historic sites around Lowell and Concord such as Walden Pond and Minute Man National Historical Park; they also visit Old Sturbridge Village. Marie Frank (University of Massachusetts, Lowell) utilizes two selections (by Thomas Cole and Charles Sheeler) from the NEH Picturing America portfolio to explore responses to industrialization and the American landscape. The participants read selections by historians including Thomas Dublin, Merritt Roe Smith, Jack Larkin, Patrick Malone, Chad Montrie and Brian Mitchell, and writings by Charles Dickens, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, and young women who worked in the mills.

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $172,880
Grant period: 10/1/2011 – 6/30/2013

Friends of Peralta Hacienda Historical Park (Oakland, CA 94601-0172)
Holly L. Alonso (project director)
Alex M. Saragoza (co-project director)
BH-50461-11
Spanish, Mexican, and American California: Reframing U.S. History at Peralta Hacienda

Two one-week Landmarks workshops for eighty school teachers on California in the Spanish, Mexican, and American periods, using the Peralta family of northern California as a case study.

"Spanish, Mexican, and American California: Reframing U.S. History at Peralta Hacienda" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers on California in the Spanish, Mexican, and American periods, using the Peralta family of northern California as a case study. This program gives teachers the opportunity to examine the connections between United States history and that of Mexico through Luis Peralta, a soldier and colonist, and his family. The Peraltas were among the original californios, descendants of Spanish-speaking settlers who arrived with the Anza expedition to the San Francisco Bay area in 1776. Topics under examination include encounters between Spanish colonists and Native Americans, independence from Spain, the Mexican-American war, repercussions of the Mexican revolution, and the bracero program, a twentieth-century work program that brought temporary laborers from Mexico to the United States. These broad topics are grounded by primary sources, as well as secondary scholarship by Ramón Gutiérrez, Douglas Monroy, and William Deverell, among others. Most workshop sessions take place at Peralta Hacienda Historical Park in Oakland, which features a nineteenth-century Peralta family home and the remains of two earlier adobe houses. In addition to studying the buildings and archaeological record at Peralta Hacienda, participants visit the San Francisco Presidio, Ceja Vineyard, Sonoma Mission, and Oakland's Fruitvale neighborhood. Along with co-directors Alex Saragoza (ethnic studies, University of California, Berkeley) and Holly Alonso (Friends of Peralta Hacienda Historical Park), project faculty members include Charles C. Mann (independent scholar), Ramón Gutiérrez (University of Chicago), Albert Hurtado (University of Oklahoma), Douglas Monroy (Colorado College), Mary Jo Wainwright (Diablo College), Tey Diana Rebolledo (University of New Mexico), Myrna Santiago (St. Mary's College), Rick Tejada-Flores (filmmaker), and David Gutierrez (University of California, San Diego). Participants also meet with former braceros Pablo and Juana Ceja.

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $173,302
Grant period: 10/1/2011 – 12/31/2012

Gilder Lehrman Institute of American History (New York, NY 10036-5900)
Kenneth T. Jackson
BH-50462-11
Empire City: New York from 1877-2001

Two one-week Landmarks workshops for eighty school teachers using New York City landmarks to illuminate local and national history since 1877.

"Empire City: New York from 1877-2001" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty school teachers using New York City landmarks to illuminate major themes in local and national history since 1877. The workshops use lectures, discussions, and site visits to situate New York City within broader urban history and American history. Co-directors are Kenneth Jackson (Columbia University) and Karen Markoe (State University of New York, Maritime College). The program opens with consideration of Manhattan's rise to national dominance after the Civil War, followed by a walking tour of Central Park and visit to the New-York Historical Society, where Sandra Trenholm (Gilder Lehrman Collection) guides participants in working with primary documents. Day two's focus on Gilded Age New York includes prizewinning biographer David Nasaw (Graduate Center of City University of New York) on "Andrew Carnegie and His Gospel of Wealth," and a visit to magnate Henry Clay Frick's mansion. To explore immigration, participants read Jacob Riis's How the Other Half Lives and E.L. Doctorow's Ragtime, then experience immigrant neighborhoods including Five Points, Little Italy, and Chinatown. The program also addresses the "Black Metropolis," including visits to Harlem and the Bronx as well as readings from Langston Hughes and Ralph Ellison. On the final day of the workshop, Joshua Freeman (Queens College) covers the transition from industrial to service and residential use, as seen in the Meat Packing District. Concluding the site visit at Ground Zero, project director Kenneth Jackson discusses the local and national effects of 9/11.

[Grant products]
Project fields: U.S. History
Program: Landmarks of American History
Division: Education Programs
Total amount awarded: $158,969
Grant period: 10/1/2011 – 12/31/2012

Chicago Metro History Education Center (Chicago, IL 60610-3305)
Lisa Oppenheim
BH-50464-11
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 amount awarded: $176,592
Grant period: 10/1/2011 – 12/31/2012

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