Funded Projects Query Form
45 matches

Two one-week workshops for 72 K-12 educators on the significance of Thomasville, Georgia, to the long civil rights movement in U.S. history.

Two one-week teacher workshops focusing on the African American community's quest for freedom after the Civil War using Thomasville and surrounding region as a case-study.

Two one-week workshops for 72 K-12 educators on archaeological approaches to studying Indigenous and African American history in the New England region.

During the week, educators will have place-based encounters with global colonialism in sites along the Great Bay Estuary, considering the experiences of a key populations, placing the experiences of Native Americans and African Americans alongside those of what would become the white majority, with a final day for curriculum building. The basis for this program is the Great Bay Archaeological Survey, a community-engaged, interdisciplinary research program, whose interactive website and StoryMap offers an accessible and updatable launching point for direct learning. Our goal is to have educators experience the physical locations that serve as the source for this resource. This sequence of experiential investigations is organized to model the types of experiences teachers may then design for their students during a final day of curriculum development, as they consider how to deepen their students’ understandings of these people and environments through both direct and digital learning.

A combined virtual and residential program for 72 K-12 educators on the significance of race, place, and movement to understanding Route 66 within U.S. history and culture.

Northern Arizona University is requesting funds for a new Landmarks of American History and Culture grant of $189,000 for two, one-week site-based workshops in the summer of 2023 for 5th grade to 12th teachers of History, English, and general content areas (elementary grades) to examine the multiple perspectives along Route 66, an iconic landmark in the United States. This teacher workshop located on Route 66 in Flagstaff examines how landmarks tell the story of the United States, offering a mirror for their curricula as they learn a more inclusive and widened story of the classic, nostalgic Route 66.

Two one-week workshops for 72 school teachers to explore the history of the slave ship Clotilda and the Africatown community in Mobile, Alabama, from the Civil War to today.

Spring Hill College (SHC) seeks funding from the National Endowment for the Humanities (NEH) for “From Clotilda to Community: The History of Mobile, Alabama’s Africatown,”a five-day Landmarks of American History and Culture workshop to immerse K-12 educators of all grades in the history of the 110 survivors of the slave ship Clotilda, their descendants, and the post-Civil War community of Mobile, Alabama’s Africatown.

Two one-week workshops in Washington, D.C. for 72 K-12 educators on the Franklin Roosevelt Memorial and disability rights in U.S. history.

As striking as the FDR Memorial in DC was at its 1997 dedication, it was missing a core element of what made FDR the great leader he was–disability. Now, disability is front and center at the Memorial for all to experience. However, visitors often do not learn that the wheelchair statue was not part of the original design and was added four years after the dedication following an epic six-year campaign by disabled Americans. This fight for representation is an important bellwether in understanding the Disability Rights Movement and its direct linkage to the Civil Rights Movement. This workshop is organized to ensure new generations of Americans learn about FDR’s disability experience and the impact of disability on his leadership, the campaign by disabled Americans to ensure disability representation at the FDR memorial, and the continued impact of that addition to the Memorial. This will address humanities themes of history, education, arts, cultural identity, and public memory.

Two one-week workshops for 72 educators on the history, ecology, and cultures of the Arizona-Sonora borderland region. 

This new project will bring K-12 educators to the Arizona-Sonora Borderlands for one week in summer 2022 to study the history, arts, environments, and plural cultures of the region in the context of past habitation and present conditions of tri-national (U.S., Mexico, Native Nations) coexistence. We pose the framing question: how do place, space, and identity intermingle in this region’s millennia of layered written, oral, aural, and visual histories to construct its futures? Given current conversations about the nature of the US-Mexico border and global migration more generally, the Arizona-Sonora Borderlands present a compelling and real-time learning-lab in layered histories, cultures, arts, ecologies, and current events of the region.

Two one-week workshops exploring Gullah-Geechee history and culture in the Lowcountry of Georgia and South Carolina.

This workshop focuses on the history and cultural legacy of Gullah-Geechee people of South Carolina and Georgia, descendants of enslaved people from the West Coast of Africa, who contributed to making America “A More Perfect Union,” even as they were excluded from its benefits. The Gullah-Geechee preserved more of their African traditions than other groups of early enslaved Africans in the U.S. As a result, the Gullah-Geechee people’s history, stories, beliefs, and traditions are central to the establishment of African American cultural institutions and practices, and therefore critical to understanding American society in general. The institution of slavery and the contributions of the enslaved and their descendants is foundational to the formation of the U.S. and has long been undertaught and over-simplified in K-12 curriculum. This place-based workshop grounds teachers with a scholarly understanding of (1) how African Americans, free and enslaved, have strived to realize the nation’s ideal that “all men are created equal” in possession of liberty and certain rights, and (2) how the Gullah-Geechee people, who worked over four centuries to preserve their culture, contributed to this democratic ideal.

Two one-week workshops for 72 teachers to examine the history and long-term impacts of Japanese American internment/incarceration during World War II in California.

Following its 2016 award of the same title, Civil Liberties in Times of Crisis: The Japanese American Incarceration, the Japanese American Citizens League (JACL) seeks funding through the NEH Landmarks of American History and Culture grants program for seventy-two primarily social studies and history teachers at the middle and high school levels to explore the historical significance and enduring legacy of the World War II Japanese American incarceration experience. Two six-day sessions of are planned for June 19 to 24, and July 10 to 15, 2022, in the historic Little Tokyo neighborhood in Los Angeles at host institution, the Japanese American National Museum (JANM), with day trips to Santa Anita Park (a previous temporary “assembly center”) and Manzanar National Historic Site (one of the ten permanent WWII “internment” camps). This will be one of the last times that JACL isable to host a workshop with living camp survivors as the WWII generation passes the torch to future ones.

Two one-week workshops for 72 educators on the space race, technology, and civil rights during the twentieth century. 

The National Council for History Education (NCHE) proposes partnering with the Astronauts Memorial Foundation (AMF) at Kennedy Space Center on a National Endowment for the Humanities Landmarks of History and Culture Grant, entitled The Space Age on the Space Coast. The workshops funded by this grant, which will take place from July 11th-15 and July 25th-29th of 2022, will be focused on the unique history and culture of Florida’s Space Coast. This project will allow K-12 educators of multiple disciplines from around the country to explore the ways in which politics, science, and culture collided in a unique geographical location in the 1950s, 1960s, and 1970s, and where they continue to intersect today.

Two one-week workshops for 72 K-12 educators on the interaction between Native Americans and European settlers in Santa Fe.

The University of New Mexico is seeking a grant award to provide teacher workshops during the summer of 2021. Santa Fe, a city boasting a 400+ year history as the recognized capital will be the site of this workshop. The extensive history of the continuously occupied historic sites offers a rich opportunity for teachers from around the U.S. to study the history and culture of the area by investigating the historic sites of Santa Fe and area Pueblos. The workshops will be structured around the concept of homelands and include the study of historic sites, artifacts and stories in Santa Fe, NM and surrounding communities. The Camino Real de Tierra Adentro and the Palace of the Governors will be interpreted, studied and contrasted with the Pueblo history of the region, including Taos Pueblo, to understand the complexity of historical homelands. Structures, museums, centers and libraries in Santa Fe housing artifact and document collections will be utilized to foster deeper understandings.

Two one-week workshops for 72 school teachers about history, music, food, and racial diversity in the Mississippi Delta.

“The Most Southern Place on Earth” is a seven-day workshop that will bring together K-12 teachers from around the country to learn about the important role that the Mississippi Delta has played in American History. Workshop participants will learn about the interconnectedness of culture, place, and history in the Delta, including the racial and ethnic diversity that influenced, and was influenced by, music, food, and labor. Using scholarship, films, oral history, and museum visits, “Most Southern Place” offers participants a rich and immersive experience that highlights interdisciplinary teaching and learning.

Two one-week workshops for 72 school teachers on the Chinese American experience in California.

The University of California, Davis seeks $189,883 to fund Building Community in California: The Chinese American Experience, a Landmarks of American History and Culture Workshop for School Teachers to be held June 27 to July 2 and July 11 to 16, 2021.This program for K-12 teachers, hosted on the UC Davis campus, will highlight the significance of historic sites in Sacramento, Donner Summit, the town of Locke, and San Francisco, California. These spaces frame educators’ understanding of Chinese immigration and Chinese immigrants’ contributions from the Gold Rush era through the Immigration and Naturalization Act of 1965, which have a lasting impact. These two events in American history bookend our study. The Chinese American experience provides an important frame to understand the significance of immigration policy, and the contributions and experiences of those who came to and built community in Northern California.

Two one-week workshops for 72 school teachers about the history and culture of Asian Pacific American immigrants in the Pacific Northwest.

The Wing Luke Memorial Foundation (dba Wing Luke Museum of the Asian Pacific American Experience) seeks funding to present our popular Landmark workshops, "From Immigrants to Citizens: Asian Pacific Americans in the Northwest". Building on the success of our 2014, 2016, and 2019 workshops, we propose 2 week-long sessions in summer 2021 led by our 2019 team of Education staff in partnership with preeminent scholars and veteran K-12 educators. The long history of Asian Pacific Americans (APAs) in the Northwest provides a wealth of landmark sites and historical materials on which to base K-12 professional development training about APA immigrant histories and the many cultures that shaped our nation. The need for training is clear based on the continued lack of published curriculum and persistent under-resourcing of materials and training for K-12 teachers on APA history. In 2021, we will build on our existing program to include newly available sites/materials.

Two one-week workshops for 72 K-12 educators on the history of slavery in the colonial north.

In recent years, public humanities practitioners have focused on re-evaluating how slavery in America is presented at historic sites, incorporating the point of view of enslaved individuals, and recognizing the longevity of slavery’s existence in America. Still, the narrative of slavery is rooted in the antebellum South, omitting its connection to the legal, economic, and political development of colonial America and the New Nation period. For over 20 years, Historic Hudson Valley has told the story of slavery in colonial America, on site at our historic site Philipsburg Manor and, in 2019, with the interactive documentary People Not Property: Stories of Slavery in the Colonial North. In 2017 and 2019, HHV hosted NEH summer Institutes to explore this topic with K-12 teachers. Now HHV seeks a Landmarks grant for summer 2021. The workshop would be grounded at Philipsburg Manor and extended to nearby historic sites to consider how these locations expand our knowledge of American slavery.

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

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

Two one-week workshops for 72 school teachers on the Homestead Steel Strike.

The Homestead Steel Strike and the Growth of America as an Industrial Power is a one week workshop (offered twice) that will provide teachers with a full accounting of the circumstances that led to the Battle of Homestead and what its lasting impact has been in the United States. This program will provide a framework for participants to immerse themselves in the battle from both sides by examining primary sources, listening to lectures by leading historians and scholars, and visiting historic sites including the Original Homestead Works Pump House, the Bost Building, which served as headquarters for the Amalgamated Association of Iron and Steel Workers, and The Carrie Furnace, which produced iron for the Homestead Works from 1907 to 1978.

Two one-week workshops for 72 school teachers on cross-cultural contact and conflict in colonial New England, focused on the 1704 French and Indian Raid on Deerfield, Massachusetts.   

The Deerfield Teachers’ Center of the Pocumtuck Valley Memorial Association, a nationally recognized professional development provider, seeks $169,998 to fund two Landmarks Workshops for K-12 Teachers July 12 – 17, 2020 and July 26 – 31, 2020. Living on the Edge of Empire: Alliance, Conflict and Captivity in Colonial New England will take place in the beautiful Old Deerfield Village Historic Landmark District and surrounding historic sites. This workshop will bring together a full range of resources—landscape, architecture, artifacts, documents, oral histories—which, combined with secondary interpretations, illuminate competing perspectives on the colonial period. It will offer K-12 educators tools to engage students in learning topics related to the history of colonial America, including cultural interaction on the frontier, colonization, and the European imperial struggle for control of North America which ultimately set the stage for the American Revolution.

Two one-week workshops for 72 K-12 school teachers on the environmental history of Lowell, MA.

The Tsongas Industrial History Center, a partnership of UMass Lowell's College of Education and Lowell National Historical Park, proposes to build educators’ content knowledge and pedagogical skills through a study of Lowell as an environmental "crucible." Through talks, tours, and discussions, educators consider nineteenth-century textile manufacturing as a moment when multiple ways of using nature collided. We look at ways of labor and meaning of landscape for the Merrimack River Valley’s Native Americans, for enslaved people in the Deep South, and for “Yankee” farm families on New England’s rural homesteads. We study the industrial transformation of raw cotton into finished cloth by a changing array of wage laborers in Lowell. We also locate the origins of American environmental concern, social protest, and regulatory policy in the reaction to widespread environmental disruption and ever-worsening pollution associated with textile and other factories.

Two one-week workshops for 72 school teachers on the 1970 Kent State Shootings.

The Kent State Shootings, occurring May 4, 1970 when the Ohio National Guard shot and killed four students and wounded nine others during a student protest against the Vietnam War, is considered to be a turning point in American history. Its implications for First Amendment rights, excessive use of government force, and the importance of younger generations seeking to make a difference, all continue to have a relevant echo today, with their lessons more important now than ever. As the event reaches the fifty-year mark in 2020, teachers will convene at this National Historic Landmark site where they will engage with scholars and eyewitnesses, explore the May 4 Visitors Center, Walking Tour, and the extensive May 4 Collection to develop a deeper understanding of this historical event. Teachers will develop transformative lessons to engage their students in deep study of May 4 and transcendent historical themes including freedom of speech, student activism, and peaceful protest.

Two one-week workshops for 72 school teachers on cultural interactions and conflict in seventeenth-century New England.

The Norman B. Leventhal Map & Education Center at the Boston Public Library proposes a 2020 Landmarks of American History and Culture Workshop for teachers focused on the early colonial period in New England (1600-1700), with an emphasis on the role of geography and place. This workshop is designed to immerse 3rd–12th grade teachers in the history and landscape of 1600s New England. This workshop was previously funded in 2017. Participants will engage deeply with the region by visiting and learning at major historical landmarks such as the site of the Plymouth colony, the city of Boston and museums and libraries that together house collections and exhibitions that bring to life this complex story of land, power, identity and community. Teachers will be learning from scholars and with primary source materials, such as period maps, letters, land deeds and narratives that are grounded in their geographic location.

Two one-week workshops for 72 K-12 school teachers on Colorado’s southern borderlands in the nineteenth century.

Borderlands of Southern Colorado is a place-based workshop in Colorado's San Luis Valley illuminating the complex history of the American southwest through the intersection of geo-political, geographic, cultural, ethnic, and religious landscapes. Through two, one-week workshops in summer 2020, educators will learn from a diverse and highly qualified team of scholars, mentors, and community members to examine how shifting historic borders and borderlands in the region have impacted individual and community identity, power and government, ecosystems and the economy, land and water, and religion and spirituality; and how these borderlands issues continue to resonate today. Borderlands of Southern Colorado is proposed to NEH as an opportunity to critically examine our nation's complex history, engage in critical dialogue, and share diverse viewpoints across the K-12 humanities curricula.

Two one-week workshops for 72 K-12 educators on the ancient Fremont culture of the American Southwest.

This project will model archaeological inquiry for teachers and students. Participants will have multiple opportunities to work collaboratively in small groups to ask and answer important questions about the past. Workshop participants will explore the universal human need for shelter. Educators will be able to help students connect to past cultures and value the many underrepresented communities presently residing within the United States. Participants will examine authentic content including artifacts, site maps, oral histories, and historic documents with guidance from instructors. Through this project, participants will return to their own classrooms armed with the materials and experience necessary to conduct archaeological inquiry with their students.