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Funded Projects Query Form
57 matches

Grant programs:Institutes for K-12 Educators*
Date range: 2019-2022
Sort order: Award year, descending

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ES-281156-21

CUNY Research Foundation, Graduate School and University Center (New York, NY 10016-4309)
Anne Valk (Project Director: March 2021 to present)
Donna Thompson Ray (Co Project Director: July 2021 to present)
Pennee Bender (Co Project Director: September 2021 to present)
LGBTQ+ Histories of the United States

A two-week, residential institute for 30 middle and high school teachers on the histories of LGBTQ+ communities in the United States. 

The American Social History Project/Center for Media and Learning at the Graduate Center, City University of New York proposes a two-week summer institute, from July 11-22, 2022, entitled LGBTQ+ Histories of the U.S. This Level II project would serve thirty (30) middle and high school teachers who will engage with current LGBTQ+ historical scholarship and discuss key methodological issues with scholars. Hands-on workshops will help them incorporate LGBTQ+ (lesbian, gay, bisexual, transgender, and Queer) content into humanities and social studies classrooms. Participants will examine manuscript, published, and visual sources at the New York Public Library, the Lesbian Herstory Archive, and the Leslie-Lohman Museum of Art, and discuss hand discuss how documents can facilitate classroom discussions of LGBTQ+ history. After the institute, ASHP/CML will build a website and hold webinars to disseminate primary source packets, guides to online resources, and classroom activities.

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$190,000 (approved)
$190,000 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281176-21

Amherst College (Amherst, MA 01002-2372)
Austin D. Sarat (Project Director: March 2021 to present)
Punishment: The American Story

A three-week, residential institute for middle and high school teachers on the meanings, purposes, and history of punishment in the United States. 

I am proposing a three-week, in-person, Level II Summer Institute for School Teachers that will examine punishment and its meanings in American society. It will host 25 participants and be particularly relevant to middle school (grades 6-8) and high school educators (grades 9-12). Punishment is an essential object of humanistic inquiry in schools throughout the United States and in history, civics, social studies, and literature courses at the middle and high school level. Teachers regularly use materials about punishment and its purposes. This Institute will address three questions: 1. What is punishment and why do we punish as we do? 2. What can we learn about politics, law, and culture in the United States from an examination of our practices of punishment? 3. What are the limits of punishment? Together with the Visiting Faculty, we will take a fresh look at familiar texts and explore new resources on which participants might draw when they teach about punishment.

Project fields:
Law and Jurisprudence

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$202,580 (approved)
$202,580 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281188-21

Agnes Scott College (Decatur, GA 30030-3797)
Toby Emert (Project Director: March 2021 to present)
Shakespeare and Digital Storytelling

A two-week, residential institute for 25 high school teachers on Shakespeare and adaptation, from folk tales to digital storytelling.

“Shakespeare and Digital Storytelling” is a new two-week summer institute for 25 English teachers of grades 9-12. The theme of “translation,” as a means to contextualize Shakespeare’s art and to construct contemporary meaning, underpins the institute, which will guide participants in an in-depth study of Shakespeare’s A Midsummer Night’s Dream, The Taming of the Shrew, and Hamlet, exploring the plays’ folk and fairy tales roots as well as 21st-century approaches to teaching Shakespeare.

Project fields:
British Literature; Interdisciplinary Studies, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$187,673 (approved)
$187,673 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281189-21

Colgate University (Hamilton, NY 13346-1386)
Graham Russell Hodges (Project Director: March 2021 to present)
Abolitionism and the Underground Railroad

A three-week, residential institute for 25 middle and high school teachers on the history of abolitionism and the Underground Railroad.

A three-week Summer Institute for teachers on abolitionism and the Underground Railroad in America from the colonial days until the Civil War to be held at Colgate University, Hamilton, New York, July 10-July 29 2022. The proposed institute will provide to 25 middle and high school teachers: lectures, discussions by some of the foremost scholars in the field, ample secondary readings and primary texts, films and field trips to sites relevant to the institute’s purpose. Graham Russell Hodges, the George Dorland Langdon,Jr. Professor of History and Africana & Latin American Studies at Colgate will organize and direct the institute.

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$213,846 (approved)
$213,846 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281190-21

Valencia Community College (Orlando, FL 32811-2302)
Julie Montione (Project Director: March 2021 to present)
Timeless Parallels: Classical Literature and Veteran Experiences

A three-week, hybrid institute on veterans’ issues and experiences in classical literature for 25 high school teachers, aimed those teaching Latin, JROTC, and English.

Reading texts in translation that are thousands of years old is challenging. Students are not always able to bridge the gaps of space and time and appreciate the value of Classical works. However, with appropriate context and tools, today’s students can experience these texts for what they are: timeless works that are just as relevant today as when they were composed. This institute is designed to provide the necessary context to consider veteran issues and experiences that have remained the same for centuries. We have developed a Level I project for teachers of grades 9-12, for 25 participants for three weeks, two weeks of residential study with two days of virtual orientation before meeting, and a virtual conclusion. This program will run in July 2022 at the Hill School in Pennsylvania. The target audience is Latin teachers, JROTC faculty, and English teachers. This program is grounded around veteran issues, many of which remained essentially the same for thousands of years.

Project fields:
Classical Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$200,000 (approved)
$200,000 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281200-21

Crow Canyon Archaeological Center, Inc. (Cortez, CO 81321-9408)
Susan C Ryan (Project Director: March 2021 to present)
From Chaco to Mesa Verde: Ancestral Pueblo Migrations and Identity Formation in the American Southwest

A two-week, residential institute for 25 K-12 teachers to examine the twelfth-century Pueblo migration through interdisciplinary perspectives.

From Chaco to Mesa Verde: Ancestral Pueblo Migrations and Identity Formation in the American Southwest, a Level II, two-week summer Institute for 25 K-12 teachers, will be conducted by the Crow Canyon Archaeological Center from July 17th – 30th, 2022. This newly proposed Institute highlights the factors leading up to, and following, the migrations of ancestral Pueblo people from their homelands in Chaco Canyon to the Mesa Verde region during the 12th century A.D. Utilizing a multi-vocal approach of both Western scientific and Native traditional knowledge, the goal of this Institute is to investigate human migrations as broad, socially-complex processes in order to further educate teachers, and subsequently students, on a topic that has been, and will always remain, relevant to humans in every society throughout the world in the past, present, and future.

Project fields:
Anthropology; Archaeology; Native American Studies

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$187,202 (approved)
$178,035 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281204-21

President and Trustees of Bates College (Lewiston, ME 04240-6028)
Krista Aronson (Project Director: March 2021 to present)
Margaret Elizabeth Boyle (Co Project Director: July 2021 to present)
Identity and Multilingualism through Picture Books

A two-week, hybrid institute for 29 elementary school teachers to develop equitable teaching strategies using picture books.

Bates College requests Level 1 support to conduct a two-week summer institute for twenty-nine elementary school teachers on “Identity and Multilingualism through Picture Books.” will focus on pedagogical approaches to language learning through an equity lens, engaging with narrative form and structure (translation, multilingualism, code-switching) as well as visual construction (illustrations of race, ethnicity and culture as well as modes of interacting with book format).

Project fields:
Interdisciplinary Studies, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$174,906 (approved)
$173,664 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281207-21

Seton Hill College (Greensburg, PA 15601-1548)
Christine Cusick (Project Director: March 2021 to present)
John Spurlock (Co Project Director: July 2021 to present)
Grappling with Genocide: Fostering Empathy and Engagement through Text and Image

A two-week, residential institute for 25 high school teachers using textual, visual, and oral narratives to address genocide education.

This two week institute for educators of grades 9-12 connects best practices in genocide education with contemporary global conflicts through the power of narrative. Sessions will focus on 18th-21st century conflicts, including Native American erasure, the Holocaust, the plight of the Rohingya, and the Yazidi genocide under ISIS. Each day will introduce new textual, visual, and oral narratives, with mornings dedicated to guest lectures and afternoons focused on discussions and experiential learning. Participants will visit Tree of Life synagogue in Pittsburgh and the City of Asylum writing community, meeting with local leaders to discuss opportunities for dialogue. Participants will also explore a range of pedagogical tools, including the Narrative 4 story exchange curriculum and the Question Mark/er Project. Participants will leave the institute equipped to share informed histories related to genocide, and ready to bring complex issues to life via text, image, and encounter.

Project fields:
History, General; Interdisciplinary Studies, General; Literature, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$174,426 (approved)
$174,426 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281208-21

University of South Carolina, Columbia (Columbia, SC 29208-0001)
Joseph Brent Morris (Project Director: March 2021 to present)
America's Reconstruction: The Untold Story

A three-week, residential institute for 25 K-12 teachers on the history and legacies of Reconstruction in the South Carolina Lowcountry.

America’s Reconstruction: The Untold Story” is a three week residential summer institute for K-12 teachers from July 5-25 2022. Through seminars led by top scholars, study trips to locations in the SC Lowcountry, and directed archival research, educators will learn more about one of the most neglected and misunderstood periods in US history, the post-Civil War era of Reconstruction, and how that history began in and was influenced by people and events in the Sea Islands. We will closely examine three broad themes over the course of the institute, including: (1)the Old South and wartime “prelude” to Reconstruction (2)the political, social, and economic facets of the Reconstruction era and its aftermath, and (3)American historical memory, the “Second Reconstruction” (modern Civil Rights Movement) and the place of Reconstruction memory in modern America. Each theme will offer unique insight into the most significant issues, events, personalities, and watershed moments of the postwar era.

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$199,401 (approved)
$199,401 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281217-21

Wayne State University (Detroit, MI 48201-1347)
Susan L. Gabel (Project Director: March 2021 to present)
Aja Reynolds (Co Project Director: March 2022 to present)
Disability and Identity in History, Literature, and Media

A one-week, virtual institute for 25 K-12 teachers on disability and identity in history, literature, and the media.

Abstract for: Disability Identity in History, Literature, and Media Cultural texts, including the texts of the K-12 curriculum, are embedded with frames of references often portraying disability identity as crystallized rather than fluid and dynamic. Wayne State University College of Education proposes a week-long virtual summer institute for twenty-five K-12 teachers. Kindergarten through fifth grade teachers will be given preference. Guest Faculty will teach about identity, disability identity, and intersectional identities and will engage in deep discussions with participants. Institute Scholars will benefit from discussions with faculty and other Institute Scholars, pursue independent or collaborative projects, use analysis skills with primary sources, and translate their learning into their teaching. With leadership from a team of renowned Guest Faculty, Institute Scholars will explore disability identity as it is represented in the K-12 curriculum.

Project fields:
Interdisciplinary Studies, General; Interdisciplinary Studies, Other; Literature, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$120,000 (approved)
$120,000 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281237-21

Weber State University (Ogden, UT 84408-0001)
Deborah Uman (Project Director: March 2021 to present)
Jennifer Flaherty (Co Project Director: July 2021 to present)
Transforming Shakespeare's Tragedies: Adaptation, Education, and Diversity

A three-week, hybrid institute for 28 high school English teachers to study Shakespeare’s tragedies, focusing on Hamlet, Othello, and their adaptations.

This project requests funding to organize and offer a new, Level I, hybrid Summer Institute on using adaptations of Shakespeare's tragedies to teach the plays with an emphasis on engagement and diversity.

Project fields:
British Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$161,194 (approved)
$161,194 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281264-21

Intrepid Museum Foundation, Inc. (New York, NY 10036-1007)
Lynda Kennedy (Project Director: March 2021 to present)
Gerrie Bay Hall (Co Project Director: July 2021 to September 2023)
Perspectives on World War II in the Pacific Theater

A two-week, hybrid institute for 25 K-12 teachers to study World War II in the Pacific from multiple perspectives.

The Intrepid Sea, Air & Space Museum’s Education Department proposes a Level II, two-week, Summer Institute for twenty-five K-12 classroom teachers to run from July 18 to July 29, 2022. 'Perspectives on World War II in the Pacific Theater' is a newly developed Institute that will immerse teachers in scholarly historical research as well as the history, artifacts and oral histories in the Museum’s collection that embody the era and the focus. Building on successful elements from the remote delivery of a 2020 Institute, the proposed Institute is formulated as a virtual hybrid learning model. While most appropriate for middle and high school teachers, applicants from other grades and educational settings which fit NEH criteria for participation will be considered.

Project fields:
History, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$162,382 (approved)
$162,382 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281266-21

Georgia State University Research Foundation, Inc. (Atlanta, GA 30302-3999)
Chara Haeussler Bohan (Project Director: March 2021 to present)
H. Robert Baker (Co Project Director: July 2021 to present)
Courting Liberty: Slavery and Equality Under the Constitution, 1770-1870

A two-week, residential institute for 6th through 12th grade educators on the Constitution and its interpretations with respect to slavery and equality.  

The institute will focus on middle school (6-8) and high school educators (9-12), but may also include K-5 teachers who demonstrate substantial commitment to teaching U.S. History.

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$186,867 (approved)
$186,166 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281272-21

New-York Historical Society (New York, NY 10024-5152)
Leslie Hayes (Project Director: March 2021 to present)
Nicholas A. Juravich (Co Project Director: July 2021 to present)
Rethinking American Feminism, 1948-1977

A three-week, hybrid institute for 30 K-12 teachers on the history of feminism in the middle of the twentieth century.

The New-York Historical Society proposes Level II summer institute that will convene 30 teachers in grades K-12 and 19 guest scholars, filmmakers, and activists to explore the history of feminism in 20th century America. This hybrid institute will fulfill three weeks of work over several months. It will include two weeks in person at N-YHS over the summer, virtual evening sessions in the fall, and a culminating virtual weekend in January 2023. Building on N-YHS’s Center for Women’s History and web-based curriculum, Women & the American Story, Rethinking American Feminism: 1948-1977 will empower teachers to incorporate the voices of a diverse range of women into their instruction on 20th century US history. By studying and celebrating the contributions of women across many categories, teachers will be better equipped to break down the stereotype of a single narrative of women’s history and help students—particularly female students—see themselves in the past.

Project fields:
U.S. History; Women's History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$205,897 (approved)
$205,897 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281273-21

Toledo Museum of Art (Toledo, OH 43697-1013)
Mike Deetsch (Project Director: March 2021 to present)
Grace Toth (Co Project Director: July 2021 to present)
Diverse Historical and Cultural Perspectives in Native American and African American Art

A one-week, residential institute to introduce 25 K-12 educators to Native American and African American art and artists, with an emphasis on immersive study in the collections of the Toledo Museum of Art. 

The Toledo Museum of Art's (TMA) Level I summer institute for K-12 educator, "Reclaiming Narratives: Exploring History, Culture, and Diverse Perspectives Through Native American and African American Art" includes 25 elementary (K-5) middle (6-8) and high school (9-12) educators as well as 5 pre-service teachers. The week-long institute is a curricular and pedagogical deep dive into intercultural aspects of visual art centered around experts, scholars, and the TMA's notable collection; it will be held June 20-24, 2022 from 9:00 am to 4:00 pm Monday through Friday for a total of 35 hours. The institute will be held on site at the Toledo Museum of Art’s campus.

Project fields:
African American History; Arts, Other; Native American Studies

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$120,000 (approved)
$92,634 (awarded)

Grant period:
10/1/2021 – 12/31/2023


ES-281286-21

National World War I Museum and Memorial (Kansas City, MO 64108-4603)
Lora Vogt (Project Director: March 2021 to present)
Cherie Renee Kelly (Co Project Director: July 2021 to present)
World War I in the Middle East

A two-week, residential institute for 28 K-12 teachers on World War I in the Middle East and its impact on the region.

The Liberty Memorial Association, dba the National WWI Museum and Memorial (Museum and Memorial), with the University of Arizona Center for Middle Eastern Studies and support from the Duke-UNC Consortium for Middle East Studies, proposes a two-week, Level 1 Summer Institute (Institute) for 28 K-12th grade educators. An interdisciplinary humanities program, the Institute will go beyond the traditional Western-centered emphasis on diplomacy and troop movements, focusing instead on the enduring impact of World War I on the Middle East. The topics will include the impact of the war on Ottoman soldiers, the Middle Eastern home fronts, women’s issues, disease/public health, and the development of nationalist narratives in the Arab lands, in Turkey, and among Ottoman minority groups. The Institute, held at the Museum and Memorial, in Kansas City, Missouri, from July 10 to 22, 2022.

Project fields:
Near and Middle Eastern History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$171,342 (approved)
$171,342 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281287-21

Morgan State University (Baltimore, MD 21251-0001)
Gretchen Rudham (Project Director: March 2021 to present)
Candice Logan-Washington (Co Project Director: July 2021 to present)
The Search for Founding Black Mothers

A four-week, virtual institute for 30 middle and high school teachers on the overlooked histories of African American women.

This virtual, four-week summer institute endeavors to take 30 educators who teach grades 6-12 on an interactive, interdisciplinary search through literature and multiple archives in order to reckon with curricular and historical erasures of Black women. The project seeks to illuminate the under-represented contributions of Black women as individuals and their collective agency that directly shaped our nation.

Project fields:
African American History; African American Studies; Women's History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$235,000 (approved)
$234,960 (awarded)

Grant period:
10/1/2021 – 9/30/2023


ES-281289-21

University of Arkansas, Fayetteville (Fayetteville, AR 72701-1201)
Trish Starks (Project Director: March 2021 to present)
Caree Banton (Co Project Director: July 2021 to present)
The Local and International Legacies of Nelson Hackett's Flight from Slavery, 1841-1861

A two-week, residential institute for 30 K-12 teachers on the late-antebellum sectional crisis and the history of escaping slavery through the case of Nelson Hackett.

In the summer of 1841, Nelson Hackett made his way to Canada, where he thought he had found freedom from enslavement, but his owner successfully demanded his extradition. Hackett became the first fugitive that Canada returned to slavery. He would also be the last extradited. His return set off international protests that ensured that Canada remained a safe refuge for those fleeing bondage. Institute participants will study the story of Hackett as a way to broaden the standard narrative of the sectional crisis that led to the Civil War by adding new voices and experiences. Award-winning scholar-educators will guide participants through primary and secondary sources from digital platforms like the University of Arkansas’s Nelson Hackett Project to show the impact fugitives played in the nation’s sectional crisis. Participants will return home with introductions to free classroom resources, examples of primary research for their classes, and customized, level-specific final projects.

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$171,369 (approved)
$171,369 (awarded)

Grant period:
10/1/2021 – 9/30/2022


ES-281292-21

University of Arkansas, Fayetteville (Fayetteville, AR 72701-1201)
Trish Starks (Project Director: March 2021 to present)
Casey Kayser (Co Project Director: July 2021 to present)
Pandemics in History, Literature, and Today

A two-week, residential institute for 36 middle and high-school educators that would provide comparative perspectives on the 1918 and 2020 global pandemics.

The institute “Pandemics in History, Literature, and Today” will delve into the global history of the 1918 influenza pandemic, discuss literature related to its cultural and personal impact, work with archival, primary source materials from front-line workers of 1918, and compare these historical, literary, and archival descriptions with histories being gathered of the 2020 pandemic. The program is organized by scholars from medical humanities, an interdisciplinary field devoted to the critical study of science and medicine and will demonstrate how medical content can be integrated into the study of twentieth century global history and literature. Participants will return to their middle, junior or high school classrooms with lesson plans that unite history, literature, rhetoric, and science, and they will become familiar with new approaches for building skills in source analysis, reasoning, and argumentation.

Project fields:
History, Other

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$174,691 (approved)
$174,691 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-281302-21

Plimoth Patuxet Museums, Inc. (Plymouth, MA 02360-2429)
Hilary Goodnow (Project Director: March 2021 to present)
Charlotte Carrington-Farmer (Co Project Director: September 2021 to present)
Cedric Woods (Co Project Director: September 2021 to present)
Ancient Stories, New Neighbors: Decolonizing Indigenous Homelands and 17th-Century New England

A two-week, residential institute for 25 K-12 teachers on the history of Indigenous peoples in southern New England.

Ancient Stories, New Neighbors is a Level I, two-week, in-person summer institute for 25 elementary, middle, and high school teachers hosted by Plimoth Patuxet Museums (PPM) and offered 7/24-8/6/2022 on PPM’s campus in Plymouth, MA. It brings together innovative thought leaders from the nation’s classrooms, dig sites, archives, and museums in the place Mayflower’s arrival accelerated a series of events that permanently changed an already-existing, complex network of Indigenous communities, each with its own rich cultural traditions, politics and aspirations. The Institute will use Mourt’s Relation, a 1622 English pamphlet, as a case study in decolonizing historical narratives and recentering Indigenous voices by employing a range of related primary sources including archaeology, landscape, material culture, oral history, and written documents. The Institute will reveal how an Indigenous-colonial regional landscape was built and evolved through collaboration and conflict in the 1600s.

Project fields:
American Studies; Native American Studies; U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$163,742 (approved)
$163,742 (awarded)

Grant period:
10/1/2021 – 12/31/2022


ES-272446-20

Rendell Center for Civics and Civic Engagement (Philadelphia, PA 19104-3806)
Bruce Allen Murphy (Project Director: March 2020 to present)
First Amendment in 21st Century America

A one-week institute for 35 K-12 teachers on the First Amendment to be held at the National Constitution Center.

One week intensive institute for k-12 teachers on the United States Constitution and the First Amendment, focusing on the delicate balance between the rights of individuals and the need to govern society and keep it safe. The institute will begin with an historical review and a conceptual discussion of the founding of the United States with an emphasis on important founding documents. The Institute will then move to a study of the issues raised by the incorporation of the First Amendment into the Fourteenth Amendment Due Process Clause. And finally, it will examine specific issues that emerge out of the First Amendment as seen in major Supreme Court Decisions. The institute will not only explore substantive matters, but also promote the development of critical thinking and the disposition to question. Participants will then discuss how to apply the strong content in their own classrooms.

Project fields:
Legal History; Political History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$134,345 (approved)
$134,345 (awarded)

Grant period:
10/1/2020 – 9/30/2022


ES-272452-20

Arizona Board of Regents (Tucson, AZ 85721-0001)
Kathleen Short (Project Director: March 2020 to present)
Carol Brochin (Co Project Director: October 2020 to present)
Leah Duran (Co Project Director: October 2020 to present)
We The People: Migrant Waves in the Making of America

A two-week institute for 30 K-12 educators to study the formative influences of immigration on the United States through literature and history, with a focus on Arizona as a case study.

This new two-week institute will engage thirty K-12 professionals in exploring the influence of continuous waves of migration on the making of America. Through a case study of Arizona, the last continental state in the union, participants will examine stories and perspectives often left out of traditional narratives of U.S. history, which typically begin with the original thirteen colonies. The institute is based in interdisciplinary pedagogy grounded in the intersections across literature, historical records, social science research, artifacts, film and hands-on inquiry. Participants will gain knowledge and strategies to support their classroom teaching as they apply the inquiry strategies experienced in the case study to research migrant waves in their own states. This institute will be held in Worlds of Words, a Center of Global Literacies and Literatures. As the largest collection of global children’s literature in the U.S., the center provides rich literary and digital resources.

[Grant products]

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$174,991 (approved)
$174,991 (awarded)

Grant period:
10/1/2020 – 12/31/2021


ES-272457-20

Southern Illinois University, Edwardsville (Edwardsville, IL 62026-0001)
Howard Rambsy (Project Director: March 2020 to present)
Frederick Douglass and Literary Crossroads

A one-week institute for 25 school teachers on Frederick Douglass and African American literary studies.

The proposed Institute, "Frederick Douglass and Literary Crossroads" seeks to strengthen pedagogical engagements with The Narrative of the Life of Frederick Douglass (1845) by making secondary school teachers aware of new developments in African American literary studies and an array of print-based, audio and visual texts, and digital resources. The African American literature program at Southern Illinois University Edwardsville proposes a one-week institute that will give language arts educators opportunities to enrich their views of how The Narrative resides at the intersections of autobiography, creative arts, and scholarly discourse. The proposed Institute will involve participants in lively discussions, workshops, technology activities, and collaborative projects designed to enhance interpretive capabilities and pedagogical expertise.

Project fields:
African American Studies; American Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$135,000 (approved)
$135,000 (awarded)

Grant period:
10/1/2020 – 9/30/2022


ES-272473-20

Auburn University (Auburn, AL 36849-0001)
Jada L. Kohlmeier (Project Director: March 2020 to present)
Steven P. Brown (Co Project Director: October 2020 to present)
Citizens Fighting for Civil Rights: The Places, Faces, and Cases that Changed a Nation

A two-week institute for 25 school teachers on civil rights and legal history, focusing on four landmark Supreme Court cases from Alabama.

25 Grade 7-12 teachers will learn the historical, geographical, and political context of civil rights by focusing on how citizens used the law to create “a more perfect union.” Our institute will feature four landmark Supreme Court cases that originated in Alabama and influenced jurisprudence on four critical civil rights all Americans enjoy today: gender equality, freedom of association, right to counsel, and voting rights. An interdisciplinary and award-winning team of constitutional scholars, historians, and teacher educators will provide historical and legal context, model inquiry-based lessons using the jurisprudential framework, and take participants on field trips where they will see specific sites associated with the cases and hear speakers who argued these cases at the Supreme Court. Participants will develop mini-units for their students on cases relevant to their own curriculum with the support of content and pedagogy experts.

[Grant products]

Project fields:
Law and Jurisprudence; Legal History; Political History

Program:
Institutes for K-12 Educators

Division:
Education Programs

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

Grant period:
10/1/2020 – 12/31/2022


ES-272474-20

Interfaith Center of New York (New York, NY 10115-0253)
Henry Goldschmidt (Project Director: March 2020 to present)
Religious Worlds of New York: Teaching the Everyday Life of American Religious Diversity

A three-week institute for 25 teachers on the diversity of religions in the U.S. by way of examining the lived experience of six religions in New York City.

This three week institute offers K-12 teachers an advanced introduction to the religious diversity of the United States, through a rigorous engagement with religious studies scholarship, and with the religious life of New York City. Participants will explore six major religious traditions. They will discuss the constitutional and pedagogic issues surrounding the study of religion in public and private schools. They will meet with diverse religious leaders, visit local houses of worship, participate in a walking tour exploring local religious history, and conduct field research to trace the meanings of “religion” in a diverse New York neighborhood. In addition to these community-based pedagogies, they will also explore classroom strategies for teaching about everyday religious life, including the use of literature and case-study texts. The institute will thus help participants teach their students about the everyday lives of their fellow Americans from diverse faith traditions.

Project fields:
American Studies; Comparative Religion; Urban Studies

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$211,050 (approved)
$211,050 (awarded)

Grant period:
10/1/2020 – 9/30/2023


ES-272477-20

Brown University in Providence in the State of Rhode Island (Providence, RI 02912-9100)
Naoko Shibusawa (Project Director: March 2020 to present)
American Soldiers in American Wars: History and Memory

A summer institute for 25 high school teachers on the wartime experiences of American servicemembers.

The Choices Program at Brown University is seeking a grant from the NEH in the amount of $135,000 to offer for the first time a one-week Level II Institute for 25 grade 9-12 secondary school educators called “American Soldiers in American Wars: History and Memory.” The proposed institute will be held July 12-16, 2021, and will “...promote discussion and deepened understanding of the experiences of those Americans affiliated with the armed services, whether active duty or veterans...”—a goal of the NEH initiative “Standing Together: The Humanities and the Experience of War.”

Project fields:
Military History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$135,000 (approved)
$127,468 (awarded)

Grant period:
10/1/2020 – 9/30/2023


ES-272480-20

SUNY Research Foundation, College at Cortland (Cortland, NY 13045-0900)
Kevin B. Sheets (Project Director: March 2020 to present)
Randi Jill Storch (Co Project Director: August 2020 to present)
Common Ground: Americans and Their Land During the Gilded Age and Progressive Era

A two-week institute for 25 teachers to examine the Gilded Age and Progressive Era through a comparative place-based study of New York City and the Adirondacks.

“Common Ground” is a two-week Level II NEH Summer Institute for twenty-five middle and high school educators that examines how Americans understood the meaning of place, including those defined as “urban” and “wild,” in the years between the end of the Civil War to World War I, a period historians commonly refer to as the Gilded Age and Progressive Era. Our goal is to allow educators to develop teaching tools that are adaptable to their classroom while having them study Gilded Age and Progressive Era in ways not conveyed in traditional textbook accounts.

Project fields:
Cultural History; U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$189,134 (approved)
$183,451 (awarded)

Grant period:
10/1/2020 – 9/30/2023


ES-272487-20

New-York Historical Society (New York, NY 10024-5152)
Mia Nagawiecki (Project Director: March 2020 to present)
Allyson Schettino (Co Project Director: August 2020 to present)
Women and Colonization: Early Encounters in the American Colonies

A two-week institute for 30 K-12 teachers on the history of women in colonial America.

This project comprises a two-week professional development institute for 30 school teachers and 13 scholars in the field of women's history in July 2021. This Institute will empower teachers to incorporate the voices of a diverse range of women into their instruction on colonial American history through interactive pedagogy workshops, lesson writing support, and dialogue with leading scholars in the field. Participants will deepen their content knowledge of the colonial period, with an emphasis on women; practice incorporating primary sources and secondary texts into their instruction; and reflect on how women’s history can and should be woven into the broader history curriculum for middle and high school students. Participants will have full access to N-YHS's Library and Museum collections, as well as to the expertise of our education staff.

Project fields:
U.S. History; Women's History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$168,148 (approved)
$167,459 (awarded)

Grant period:
10/1/2020 – 9/30/2022


ES-272490-20

Fort Ticonderoga Museum (Ticonderoga, NY 12883-0390)
Richard Strum (Project Director: March 2020 to present)
For the Common Defense: Subjects, Citizens, and America's Military Origins, 1609-1815

A two-week institute for 25 middle and high school teachers on the origins and development of American military institutions.

The institute will focus on the evolution of military institutions in America from the establishment of French and English colonies in North America through the conclusion of the War of 1812. In politics, law, and the military Americans of the founding era relied on their own experience and examples from abroad. From the impact of the English Civil War on attitudes towards standing armies to perceptions of who should, and could, serve in the military Americans crafted military institutions as unique as their civic ones. The wars of the early modern period in North America brought together a wide range of peoples and cultures from Native American Communities to Europe and Africa that shaped the unique system of national defense developed in the United States.

[Grant products]

Project fields:
Military History; U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$92,257 (approved)
$88,227 (awarded)

Grant period:
10/1/2020 – 12/31/2022


ES-272495-20

Boston University (Boston, MA 02215-1300)
Stephan E. Ellenwood (Project Director: March 2020 to present)
Karen Harris (Co Project Director: August 2020 to present)
Friendship and Identity in Literature, Film, and Adolescence

A two-week institute for 25 high school English teachers on the ways that friendship is understood and portrayed in literature and film. 

This innovative institute invites English teachers (grades 9-12) to examine how the universal human connection of friendship is understood, portrayed, and experienced from literary, social, cultural, theoretical, and pedagogical perspectives. As a formative and abiding feature of adolescence, friendship is of special curricular interest in the high school English classroom. Through literature, film, and secondary sources, teachers will explore evolving conceptions of friendship, and examine cultural/social contexts and factors including gender, race, class, loyalty, reciprocity, social media, and power dynamics. Teachers will collaborate with colleagues, learn from interdisciplinary guest scholars, and develop curricular materials to help their students become more grounded and nuanced readers of friendship in literature and in their own lives. (Designed for English teachers but will welcome up to four teacher-participants in other humanities subjects.)

Project fields:
American Literature; Interdisciplinary Studies, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$168,494 (approved)
$168,494 (awarded)

Grant period:
10/1/2020 – 12/31/2022


ES-272498-20

University of San Diego (San Diego, CA 92110-2492)
Lisa Dawley (Project Director: March 2020 to August 2020)
Emily Schell (Project Director: August 2020 to August 2020)
Kamala Visweswaran (Project Director: August 2020 to February 2021)
Emily Schell (Project Director: February 2021 to present)
Kamala Visweswaran (Co Project Director: August 2020 to August 2020)
Emily Schell (Co Project Director: August 2020 to August 2020)
Shane Carter (Co Project Director: August 2020 to February 2021)
Emily Schell (Co Project Director: February 2021 to February 2021)
Kamala Visweswaran (Co Project Director: February 2021 to April 2021)
Shane Carter (Co Project Director: February 2022 to present)
Sugata Ray (Co Project Director: February 2022 to present)
Art and Composite Culture in South Asian History

A one-week institute for 30 teachers to study South Asian history and culture through visual art.

We are requesting funding for a one week Summer Institute on Art and Composite Culture in South Asian History to help middle and high school teachers use the visual arts of South Asia to enhance their teaching of world history curriculum, enabling a pluralistic understanding of the origins and development of India's many cultures and peoples. The Summer Institute will be held from July 12-16, 2021 at the University of San Diego, bringing together a cross-section of thirty history-social science teachers from across the country who are interested in using art as a form of object-oriented inquiry to teach major themes in South Asian history. By the end of the Summer Institute, teachers will have tools in place to develop a curricular unit utilizing digital materials.

Project fields:
Art History and Criticism; South Asian History; South Asian Studies

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$120,000 (approved)
$120,000 (awarded)

Grant period:
10/1/2020 – 12/31/2022


ES-272511-20

University of Tennessee, Knoxville (Knoxville, TN 37916-3801)
Derek Hilton Alderman (Project Director: March 2020 to present)
Joshua Lang Kenna (Co Project Director: August 2020 to present)
The Role of Geographic Mobility in the African American Freedom Struggle

A three-week institute for 25 school teachers on the role of geographic mobility in the African American experience.

A three-week summer institute for teachers of grades K-12 that will provide opportunities to study geographic mobility as it relates to the African American freedom struggle. The goal of the institute is to contribute to the intellectual growth of participating educators and prepare them to create and disseminate important synergies between the teaching of history and the teaching of geography. The institute offers a model of critical thought, instruction, and pedagogical application that supports ongoing calls for greater numbers of social studies educators to address power and inequity. Participants will attend lectures, fieldtrips, and lab exercises, learn methodologies and classroom activities from curriculum specialists, and participate in discussions. They will develop standards-based lesson plans that they will take back to their classrooms.

Project fields:
African American History; Geography

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$191,236 (approved)
$185,777 (awarded)

Grant period:
10/1/2020 – 12/31/2022


ES-272519-20

City Lore: NY Center for Urban Folk Culture (New York, NY 10003-9345)
Sahar Muradi (Project Director: March 2020 to present)
Amanda Dargan (Co Project Director: August 2020 to present)
A Reverence for Words: Understanding Muslim Cultures through the Arts

A two-week institute for 30 K-12 teachers on Muslim poetry, music, and visual art.

City Lore, in collaboration with Brooklyn College, Poets House, and Teachers & Writers, will be presenting A Reverence for Words: Understanding Muslim Cultures through the Arts, a two-week NEH Summer Scholars Institute for school educators, school personnel, and full-time graduate students pursuing careers in education. The institute examines the high regard for poetry and its relationship to music and visual arts in several cultures of the Muslim world, both historically and in contemporary society. It draws on the arts from the Arab world, Turkey, Iran, Pakistan, Afghanistan, and West Africa to give teachers, and ultimately their students, an opportunity to deepen their understanding and knowledge of Muslim cultures and the contributions of Islamic civilizations to world literature, history, and culture.

Project fields:
Folklore and Folklife; Near and Middle Eastern Languages; Near and Middle Eastern Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$180,420 (approved)
$180,000 (awarded)

Grant period:
10/1/2020 – 9/30/2022


ES-272533-20

Alabama Humanities Foundation (Birmingham, AL 35205-7011)
Martha V. Bouyer (Project Director: March 2020 to present)
“Stony the Road We Trod…”: Exploring Alabama’s Civil Rights Legacy

A three-week institute for 30 school teachers on the history and legacy of the civil rights movement in Alabama.

“Stony the Road...” connects the Modern Civil Rights Movement to other key events in U.S. history and examines how these events forced the nation to wrestle with issues of race and citizenship. Summer scholars examine how strategies to address segregation and discrimination in Alabama differed from one place and time to another. Rev. Fred L. Shuttlesworth, mastermind of the Birmingham campaign, attacked segregation on all fronts: from the back of the bus to the front of the voting booth. From Birmingham to Selma, Montgomery, and Tuskegee, teachers take a journey together to reconcile knowledge of this era with facts, memory, history, and myths. In addition to the provided books, participants will have access to related documents, bibliographies, songs, poetry, curricular products developed by previous participants, and other instructional tools.

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$220,711 (approved)
$210,091 (awarded)

Grant period:
10/1/2020 – 9/30/2023


ES-272536-20

Omohundro Institute of Early American History and Culture (Williamsburg, VA 23187-8781)
Karin A. Wulf (Project Director: March 2020 to October 2021)
Catherine Elizabeth Kelly (Project Director: October 2021 to May 2022)
Karin A. Wulf (Project Director: May 2022 to present)
Ronald Angelo Johnson (Co Project Director: July 2020 to present)
Teaching the History and Culture of Vast Early America

A two-week institute for 25 K-12 teachers on the broad history of colonial America.

The Omohundro Institute of Early American History & Culture seeks support for a first-time Level I NEH Teacher Institute that will immerse 25 teachers in Vast Early America, an approach that captures the diverse experiences, people, and geography across early North America. The two-week institute will bring teachers to Williamsburg, Virginia, from July 4–July 17, 2021 to explore early American history and to introduce the participants to tools of historical discovery that will facilitate research projects about the early American history of the places where they live and teach. Lectures, seminars, and primary sources available online, many of them newly available, as well as documents and artifacts found in physical archives and museums in Williamsburg-area collections, will give teachers a powerful platform for connecting the past to the present when they return to their classrooms and communities.

Project fields:
History, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$146,125 (approved)
$146,125 (awarded)

Grant period:
10/1/2020 – 12/31/2022


ES-272537-20

Theatre for a New Audience, Inc. (New York, NY 10014-2840)
Kathleen Dorman (Project Director: March 2020 to October 2021)
Lindsay Tanner (Project Director: October 2021 to present)
Teaching Shakespeare's Plays Through Scholarship and Performance

A two-week institute for 25 middle and high school teachers on the text and performance of Shakespeare’s plays.

Theatre for a New Audience (TFANA) proposes a two-week Summer Institute entitled Teaching Shakespeare's Plays through Scholarship and Performance, to be held July 12-23, 2021 at TFANA's Polonsky Shakespeare Center in Brooklyn, New York. Offered to a national group of 25 middle and high school teachers, the Institute introduces a carefully integrated approach for exploring text-based scholarship, contextual and original source material, language, and performance in three Shakespeare plays. This year's participants will study MUCH ADO ABOUT NOTHING, MEASURE FOR MEASURE and OTHELLO under the guidance of leading Shakespeare scholars Julie Crawford (Columbia University) and Mario DiGangi (Lehman College and the Graduate Center, City University of New York), and master teaching artists and theatre practitioners Krista Apple and Claudia Zelevansky.

Project fields:
Arts, Other

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$189,536 (approved)
$184,136 (awarded)

Grant period:
10/1/2020 – 9/30/2023


ES-272540-20

University of Texas, El Paso (El Paso, TX 79968-8900)
Ignacio Martinez (Project Director: March 2020 to present)
Joseph Rodriguez (Co Project Director: August 2020 to present)
Tales from the Chihuahuan Desert: Borderlands Narratives about Identity and Binationalism

A two-week institute for 25 6-12 educators to study the history and literature of the borderlands.

The University of Texas at El Paso (UTEP) and in collaboration with the Center for Inter-American and Border Studies (CIBS) and the Institute of Oral History (IOH), non-profit research and education centers at UTEP, propose a Summer Institute for School Teachers from July 18th to August 1st, 2021. Building on the successful participation of 25 Summer Scholars in the 2017 and 2019 Summer Institute for School Teachers titled Tales from the Chihuahuan Desert: Borderlands Narratives about Identity and Binationalism, the proposed Level II 2021 Summer Institute will provide 25 secondary school teachers (NEH Summer Scholars) in grades 6–12 with two weeks of intense, guided exploration of borderlands narratives from the Chihuahuan Desert—a culturally and politically significant region for instructional consideration and critical research encompassing 139,000 square miles across several Mexican states and parts of Texas, New Mexico, and Arizona.

Project fields:
American Literature; U.S. History; U.S. Regional Studies

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$164,760 (approved)
$164,515 (awarded)

Grant period:
10/1/2020 – 9/30/2022


ES-272545-20

Gilder Lehrman Institute of American History (New York, NY 10036-5900)
Denver Alexander Brunsman (Project Director: March 2020 to present)
The Making of America: Colonial Era to Reconstruction

A one-week institute for 30 K-8 teachers on United States history from the colonial era through Reconstruction, to be held in Washington, DC. 

The Gilder Lehrman Institute of American History (GLI) is requesting a Summer Seminars and Institutes for K-12 Educators grant for an innovative weeklong summer institute (level I) on American history (late 15th to the 19th century) for 30 elementary and middle school teachers. Scheduled for July 11-17, 2021, the institute will take place at George Washington University. “The Making of America: Colonial Era to Reconstruction” is purposefully broad to address the needs of underserved K-8 educators, many of whom have had little or no coursework in American history. Founded in 1994, GLI is the leading nonprofit organization dedicated to K-12 history education with a mission to eradicate historical illiteracy and promote civic engagement through educational programs and resources.

[Grant products]

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$111,947 (approved)
$107,468 (awarded)

Grant period:
10/1/2020 – 12/31/2021


ES-267025-19

National Humanities Center (Research Triangle Park, NC 27709-0152)
Andrew Mink (Project Director: February 2019 to present)
Christian Lentz (Co Project Director: August 2019 to present)
Contested Territory: America’s Involvement in Vietnam, 1945-1975

A two-week summer institute for 36 K-12 teachers on the post-World War II French-Vietnamese conflict and American involvement in the Vietnam War.

Contested Territory: America’s Involvement in Southeast Asia, 1945–1975 is a proposal by the National Humanities Center (NHC) to the NEH Summer Institutes Program that aims to provide thirty-six secondary school humanities educators with a deeper understanding of how and why America became involved in fighting in Vietnam in the 1960s. Although the fiftieth anniversary of the Vietnam War has passed, American classrooms are still grappling with the complexities of that conflict. This institute will combine fresh scholarship, hands-on visualization technology, and best practice humanities pedagogy with a targeted goal of addressing this need.

Project fields:
History, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$194,202 (approved)
$191,873 (awarded)

Grant period:
10/1/2019 – 12/31/2022


ES-267027-19

Plimoth Patuxet Museums, Inc. (Plymouth, MA 02360-2429)
Darius Coombs (Project Director: February 2019 to March 2022)
Lisa L. Heuvel (Co Project Director: August 2019 to March 2022)
Beyond the Mayflower: New Voices from Early America, 1500-1676

A two-week summer institute for 25 K-12 teachers on the evolution of indigenous-colonial relationships in seventeenth-century New England.

Beyond the Mayflower: New Voices from 17th-Century America is a two-week Summer Institute serving twenty-five K–12 educators. It will be held at Plimoth Plantation July 27–August 9, 2020. In 1620, Mayflower entered a Wampanoag homeland comprising almost seventy communities. The establishment of an English colony set in motion events that irrevocably changed a network of indigenous communities, each with its own traditions, challenges, and aspirations. This historical case study explores how indigenous-colonial relationships evolved through collaboration, conflict, and collapse. These legacies endure. Teachers will engage a diverse set of primary sources whose reinterpretation is rapidly changing the teaching of 17th-century American history—archaeological evidence, cartography, material culture, oral history, and written documents. Scholars and cultural leaders will guide educators as they incorporate new voices and ideas about community, leadership, and civics into their classrooms.

[Grant products]

Project fields:
Archaeology; Native American Studies; U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$169,903 (approved)
$169,903 (awarded)

Grant period:
10/1/2019 – 12/31/2020


ES-267034-19

Agnes Scott College (Decatur, GA 30030-3797)
Toby Emert (Project Director: February 2019 to present)
Shakespeare and Digital Storytelling

A two-week institute for 25 school teachers on Shakespeare and adaptation, from folk tales to digital storytelling.

Located outside Atlanta, Agnes Scott College (ASC) proposes “Gen Z, Shakespeare, and Digital Storytelling,” a new two-week summer institute for 25 English teachers of grades 9-12. The theme of “translation,” as a means to contextualize Shakespeare’s art and to construct contemporary meaning, underpins ASC’s institute. It will be taught by an interdisciplinary team composed of a Project Director in English Education, a Professor of English and Shakespearean scholar, a Professor of Art, and an Associate Professor of History, supported by a consultant digital curator, an experienced theater educator, and two accomplished K-12 teachers. The institute will guide participants in an in-depth study of Shakespeare’s A Midsummer Night’s Dream, The Taming of the Shrew, and Hamlet, exploring the plays’ folk and fairy tales roots as well as 21st-century approaches to teaching Shakespeare, including digital storytelling (DST).

[Grant products]

Project fields:
British Literature; Interdisciplinary Studies, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$156,235 (approved)
$154,732 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267039-19

University of South Carolina, Columbia (Columbia, SC 29208-0001)
Joseph Brent Morris (Project Director: February 2019 to present)
America's Reconstruction: The Untold Story

A three-week summer institute for 25 K-12 teachers on the history and legacy of Reconstruction in the South Carolina Lowcountry.

“America’s Reconstruction: The Untold Story” is a three week summer institute for K-12 teachers from July 7-27, 2020. Through seminars led by top scholars, study trips to locations in the SC Lowcountry, and directed archival research, educators will learn more about one of the most neglected and misunderstood periods in US history, the post-Civil War era of Reconstruction, and how that history began in and was influenced by people and events in the Sea Islands. We will closely examine three broad themes over the course of the institute, including: (1) the Old South and wartime “prelude” to Reconstruction (2) the political, social, and economic facets of the Reconstruction era and its aftermath, and (3) American historical memory, the “Second Reconstruction” (modern Civil Rights Movement) and the place of Reconstruction memory in modern America. Each theme will offer unique insight into the most significant issues, events, personalities, and watershed moments of the postwar era.

[Grant products]

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$184,114 (approved)
$175,787 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267059-19

Center for Documentary Studies (Durham, NC 27705-4854)
Wesley Hogan (Project Director: February 2019 to present)
Judy Richardson (Co Project Director: August 2019 to present)
The Civil Rights Movement: Grassroots Perspectives, 1940-1980

A three-week summer institute for 30 middle and high school educators on the grassroots history of the civil rights movement.

The Civil Rights Movement: Grassroots Perspectives (1940-1980) Summer Institute will invite 30 teachers (grades 7-12) from across the U.S. for a three-week residency at Duke University in July 2020. The institute is designed by a collaborative team of scholars, Civil Rights Movement veterans, and educators from Duke University, the SNCC Legacy Project, and Teaching for Change. Participants will learn the bottom-up history of the Civil Rights Movement and receive resources and strategies to more deeply engage their students so that they see themselves in this movement to expand democracy for all. Participants will have the unique opportunity to learn from the people who made the history and from leading scholars of the era. This is particularly important since many history teachers received their degrees before the publication of critical recent scholarship on the Civil Rights Movement. The institute was offered for the first time in summer 2018.

[Grant products]

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$201,292 (approved)
$201,292 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267084-19

Wayne State University (Detroit, MI 48201-1347)
Susan L. Gabel (Project Director: February 2019 to present)
Disability and Identity in History, Literature, and Media

A one-week institute for 30 K-12 educators on disability and identity in history and literature.

Wayne State University College of Education proposes a new week-long summer institute for twenty-eight K-12 teachers. Kindergarten through fifth grade teachers will be given preference. Guest Faculty will teach about identity and disability identity, and engage in deep discussions with participants. Institute Scholars will benefit from discussions with faculty and other Institute Scholars, pursue independent or collaborative projects, use analysis skills with primary sources, and translate their learning into their teaching. Cultural texts, including the texts of the K-12 curriculum, are embedded with frames of references often portraying disability identity as crystallized rather than evolving. With leadership from a team of renowned Guest Faculty, Institute Scholars will explore disability identity as it is represented in the K-12 curriculum.

[Grant products]

Project fields:
Interdisciplinary Studies, General; Interdisciplinary Studies, Other; Literature, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$139,326 (approved)
$138,198 (awarded)

Grant period:
10/1/2019 – 11/30/2021


ES-267085-19

Intrepid Museum Foundation, Inc. (New York, NY 10036-1007)
Lynda Kennedy (Project Director: February 2019 to present)
The Cold War through the Collections of the Intrepid Museum

A two-week institute for 25 K-12 educators on the history and technology of the Cold War era.

The Intrepid Museum Foundation is respectfully requesting a grant from the National Endowment for the Humanities to support a two-week Institute for educators, examining the history, experience and legacy of Cold War technology through the use of two historic sites—the former U.S. aircraft carrier Intrepid, a National Historic Landmark, and the former U.S. submarine, Growler, a unique artifact that represents the technology and tensions of the Cold War.   The Institute will immerse teachers in scholarly historical research as well as the history, artifacts and oral histories in the Museum’s collection that embody the Cold War era. Integrating content exploring the historical context of technological innovation, the Institute will serve a national group of 25 high school history and science teachers in order to deepen their understanding and increase confidence in their ability to explore the subject thoroughly, critically and engagingly with their students.

[Grant products]

Project fields:
History, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$137,488 (approved)
$131,703 (awarded)

Grant period:
10/1/2019 – 12/31/2020


ES-267106-19

San Jose State University Research Foundation (San Jose, CA 95112-5569)
Susan Shillinglaw (Project Director: February 2019 to present)
William Gilly (Co Project Director: July 2019 to present)
John Steinbeck: Social Critic and Ecologist

A three-week institute for 28 K-12 educators to study the writing of John Steinbeck.

The Summer Institute will examine why John Steinbeck remains relevant as a novelist, social critic, and ecologist, and endures as a voice of twenty-first century American values and ideas. The Institute's target primary audience is middle and high school teachers of a diversity of subjects, including English, History and Science. The project objective is to demonstrate new ways in which Steinbeck can be presented as a central figure in these subjects, and how his work continues to address the complexity of the American populace. An important element will be to consider the impact of ecological thinking on several of Steinbeck's major works, and how historical and contemporary agricultural and fishing industries influenced these works as well as today's society.

Project fields:
American Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$191,432 (approved)
$191,432 (awarded)

Grant period:
10/1/2019 – 12/31/2022


ES-267111-19

San Jose State University Research Foundation (San Jose, CA 95112-5569)
Matthew Spangler (Project Director: February 2019 to present)
The Immigrant Experience in California through Literature and History

A two-week institute for 25 K-12 teachers to explore California’s immigration history through literary and historical texts.

"The Immigrant Experience in California through Literature and History" (San Jose State University, July 12-26, 2020) explores the history of immigration to California through a collection of literary texts: Maxine Hong Kingston's The Woman Warrior, Khaled Hosseini's The Kite Runner, Andrew Lam's Perfume Dreams, poetry written by detainees at the Angel Island Immigration Station as collected in Judy Yung's book Island, and Luis Valdez's Valley of the Heart and Zoot Suit. Authors Kingston, Hosseini, Lam, Yung, and Valdez are institute faculty members and will lead sessions on their respective works. Participants will take field trips to sites around the San Francisco Bay Area, including the Spanish Mission in San Juan Bautista, Angel Island, downtown San Francisco, and San Jose's "Little Saigon" and "Japantown." Participants will create classroom lesson plans based on the institute material, or on the immigration literature and history of their home regions of the country.

Project fields:
Theater History and Criticism

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$167,656 (approved)
$163,061 (awarded)

Grant period:
10/1/2019 – 12/31/2022


ES-267120-19

University of Massachusetts, Dartmouth (North Dartmouth, MA 02747-2300)
Anthony F. Arrigo (Project Director: February 2019 to present)
Hoover Dam and the Shaping of the American West

A two-week institute for 25 K-12 educators to study Hoover Dam and the development of the American West.

Two week institute for 6-12th grade schoolteachers on the history of water in the American West centered on Hoover Dam.

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$144,806 (approved)
$142,098 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267130-19

Historical Society of Pennsylvania (Philadelphia, PA 19107-5699)
Beth A. Twiss-Houting (Project Director: February 2019 to October 2020)
Mariruth Leftwich (Project Director: October 2020 to March 2022)
Justina Barrett (Project Director: March 2022 to present)
Becoming US: The Immigrant Experience through Primary Sources

A one-week institute for 30 K-12 teachers to study U.S. immigration history through archival collections in Philadelphia.

The Historical Society of Pennsylvania seeks a grant of $81,621 to develop and implement a one-week summer institute for 30 educators (grades 6-12) with the goal of introducing them to archival research and providing them with strategies for using primary source materials to build lesson plans within their social studies and civics education curriculum. Titled Becoming U.S., the institute will focus on broad themes of immigration and its complexities throughout American history, placing lessons about the past within historical and contemporary contexts. Pennsylvania was a critical port of entry in the 18th century as the colonies grew into a young nation. The institute will simultaneously engage the teachers with HSP’s renowned archival collections that document the stories of our nation’s past immigrant groups and their experiences while delving into how to use these stories and collections to make social studies curriculum more effective.

Project fields:
Immigration History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$81,621 (approved)
$81,275 (awarded)

Grant period:
10/1/2019 – 12/31/2022


ES-267131-19

American Antiquarian Society (Worcester, MA 01609-1634)
James David Moran (Project Director: February 2019 to present)
David P. Nord (Co Project Director: October 2019 to present)
The News Media and the Making of America, 1730-1800

A one-week summer institute for 25 middle and high school educators on the news media in the revolutionary era.

The News Media and the Making of America, 1730–1800 is a one-week Summer Institute for 25 school teachers teaching grades 5–12 offered by the American Antiquarian Society (AAS) in the summer of 2020. This Institute is both a colloquium and a hands-on workshop that will explore how news media—in all its various forms—was connected to civic engagement and how media fit into the public and private lives of the American people. The academic fields that inform the Institute include early American history as well as the history of journalism, readers and reading. The colonial period and the era of the American Revolution are part of every K-12 curriculum, and this Institute will provide participants with a unique and relevant way to approach that material. With many states increasing their emphasis on civics and media literacy, studying the founding of the country through the lens of news media will help teachers help their students to see their own media lives in historical perspective.

[Grant products]

Project fields:
U.S. History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$101,924 (approved)
$101,412 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267135-19

New York Public Library (New York, NY 10016-0133)
Brian Jones (Project Director: February 2019 to present)
Ansley T. Erickson (Co Project Director: August 2019 to present)
Harlem’s Education Movements: Changing the Civil Rights Narrative

A two-week summer institute for 25 middle and high school educators on efforts to secure equitable education in twentieth-century Harlem.

The Schomburg Center for Research in Black Culture of the New York Public Library, in partnership with Teachers College, Columbia University, requests support for a new two-week summer institute titled, “Harlem’s Education Movements: Changing the Civil Rights Narrative.” Through scholarly presentations, dialogue with movement veterans, place-based pedagogy, and guided exploration of the Schomburg Center’s unique archival collections, this two-week institute will provide twenty-five teachers of grades 6-12 with an opportunity to learn about the history of Black people’s efforts to secure access to and equity in schools and other educational institutions in Harlem from the 1930s through the 1970s.

[Grant products]

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$154,887 (approved)
$148,044 (awarded)

Grant period:
10/1/2019 – 9/30/2021


ES-267140-19

University of Arkansas, Fayetteville (Fayetteville, AR 72701-1201)
Sean P. Connors (Project Director: February 2019 to present)
Lissette Lopez Szwydky-Davis (Co Project Director: August 2019 to present)
Remaking Monsters and Heroines: Adapting Classic Literature for Contemporary Audiences

A two-week institute for 30 school teachers on Frankenstein, Cinderella, and adaptations of these classic texts.

This summer Institute will help thirty (30) K-12 educators develop a vocabulary and framework for teaching adaptations alongside a range of canonical texts that they already use (or are considering using) in their classrooms. The Institute will feature hands-on technology workshops (including user-friendly freeware for podcasting, video editing, and digital imaging) to adapt traditional texts for new audiences and to help educators replicate these activities in the classroom. The goals of the adaptation-focused Institute include the following: (1) to demonstrate to interdisciplinary K-12 educators the significance of teaching canonical texts alongside adaptations; (2) to support the examining and understanding of oral storytelling, fairy tales, and folktale traditions in the humanities; and (3) to demonstrate best practices for incorporating a variety of genres and media reflecting diverse storytelling forms.

[Grant products]

Project fields:
Literature, General

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$221,528 (approved)
$221,528 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267151-19

University of South Carolina, Columbia (Columbia, SC 29208-0001)
Christian K. Anderson (Project Director: February 2019 to present)
Kenneth Winchester Gaines (Co Project Director: August 2019 to June 2021)
Bobby J. Donaldson (Co Project Director: April 2021 to present)
Freedom’s Lawmakers: Black Leadership during Reconstruction

A three-week summer institute for 25 K-12 teachers on the impact and legacy of black elected officials during Reconstruction.

The U of SC Center for Innovation in Higher Education in partnership with the U of SC School of Law, the historic Penn Center and the South Carolina Supreme Court Historical Society proposes a three week summer institute in July of 2020 for 25 K-12 teachers to study and learn about a seminal moment in American political history when large numbers of Black Americans who, though but one generation removed from slavery, were selected by their peers and party affiliates to take on the responsibilities of governance on the local, state, and national levels. The goal of the institute is to bring these individuals into focus and examine their lives, who they were, what they wanted, what they did, and their role in the Reconstruction experiment. This institute will expand the teaching of Reconstruction into a wider use for teaching and research in the humanities.

[Grant products]

Project fields:
Cultural History; Political History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$176,440 (approved)
$173,012 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267164-19

Old Dartmouth Historical Society-New Bedford Whaling Museum (New Bedford, MA 02740-6398)
Timothy W. Marr (Project Director: February 2019 to present)
Wyn Kelley (Co Project Director: August 2019 to present)
Moby-Dick and the World of Whaling in the Digital Age

A two-week institute for K-12 educators on Herman Melville’s classic, Moby-Dick.

The New Bedford Whaling Museum (NBWM) and the Melville Society Cultural Project (MSCP) will offer a two-week Summer Institute from June 19 to July 2, 2020 titled “Moby-Dick and the World of Whaling in the Digital Age.” This Institute will build on the success of the 2018 Summer Institute of the same format and theme, which hosted teachers of grades 9-12 in New Bedford, MA to investigate the art and contexts of Herman Melville’s Moby-Dick. Through this institute, participants will encounter the rich worlds of Moby-Dick to better understand and appreciate Melville’s literary power and interpret the book's wonders for their students. This Institute will extend the sharing of our communal resources to twenty-five educators from around the nation, to empower them to journey with their students ever more boldly into Moby-Dick, and to dramatize the imperative value of the humanities as an essential antidote to the diminished discourse of tweet and sound byte.

[Grant products]

Project fields:
American Literature

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$157,321 (approved)
$156,986 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267170-19

New-York Historical Society (New York, NY 10024-5152)
Leslie Hayes (Project Director: February 2019 to present)
Nicholas A. Juravich (Co Project Director: August 2019 to present)
American Women, American Citizens: 1920-1948

A two-week institute for 30 teachers on women's history in the United States between 1920 and 1948.

This project comprises a two-week professional development institute for 30 school teachers and 13 scholars in the field of women's history in July 2020. This conference will empower teachers to incorporate the voices of a diverse range of women into their instruction on early-to-mid 20th century United States history through interactive pedagogy workshops, lesson writing support, and dialogue with leading scholars in the field. Participants will deepen their content knowledge of US history in the 1920s, 30s, and 40s, with an emphasis on women; practice incorporating primary sources and secondary texts into their instruction; and reflect on how women’s history can and should be woven into the broader history curriculum for middle and high school students. Participants will have full access to N-YHS's library and museum collections, as well as to the expertise of our education staff.

[Grant products]

Project fields:
U.S. History; Women's History

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$146,096 (approved)
$144,607 (awarded)

Grant period:
10/1/2019 – 2/28/2021


ES-267180-19

Folger Shakespeare Library admin by Trustees of Amherst College (Washington, DC 20003-1004)
Margaret H. O'Brien (Project Director: February 2019 to present)
Shakespeare and the Making of America

A three-week institute for 25 school teachers on Shakespeare and early American history.

The Folger Shakespeare Library—in partnership with the College of William & Mary, the Omohundro Institute of Early American History and Culture, Historic Jamestowne, and Colonial Williamsburg—will immerse 25 middle and high school teachers in this three-week institute focused on exploring the flow and clash of Shakespeare and Renaissance culture in the early days of the American experiment through a rigorous study of The Tempest and The Merchant of Venice. Teacher participants, resident faculty, and staff will live on-campus at W&M, attend lectures and other classes in the Wren Building, and undertake research at Historic Jamestowne and Colonial Williamsburg. As always, rigorous study of the plays will be distinguished by attention to their scholarly, performative, and pedagogical elements. For the first time, however, we include significant focus on elements of the Early Modern and Early American worlds in which these plays are deeply embedded, particularly in the state of Virginia. This area of inquiry is close to undeveloped in the scholarly world, and nearly unknown to middle and high school teachers. Teaching Shakespeare: Shakespeare and the Making of America, therefore, draws schoolteachers into exciting research and scholarship “as it happens.”

Project fields:
Literature, Other

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$191,987 (approved)
$191,987 (awarded)

Grant period:
10/1/2019 – 12/31/2021


ES-267191-19

American Civil War Museum Foundation (Richmond, VA 23219-4328)
Stephanie Arduini (Project Director: February 2019 to present)
Nicole Annette Moore (Co Project Director: August 2019 to present)
Kristin Gallas (Co Project Director: August 2019 to present)
Emancipation and Evolving American Identity

A two-week summer institute for 36 K-12 teachers on the process of emancipation in Civil War-era America.

The American Civil War Museum’s (ACWM) new two-week NEH Summer Institute Emancipation and Evolving American Identity will bring three dozen K-12 teachers to a deeper understanding of the history of emancipation and its impact on Americans past and present. Civil War-era scholars will contextualize the policy and process of emancipation through lectures, discussions, and visits to historic sites. Additionally, public history professionals and experienced K-12 educators will provide primary sources and model best practices for teaching an often complex, sensitive, and misunderstood topic. Ultimately, participants will create a plan to lead a professional development session for their school or district that models the content, techniques, and resources learned at the Institute.

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

Program:
Institutes for K-12 Educators

Division:
Education Programs

Totals:
$176,445 (approved)
$175,482 (awarded)

Grant period:
10/1/2019 – 12/31/2021