Bridging the Gap Between the Humanities and Sciences: An Exemplary Education Model of Core Text, Humanistic Education

Recipient: Lee, J. Scott (Moraga, CA 94556-2744 USA) in affiliation with Association for Core Texts and Courses

Goal: A three-year sequence of intensive seminars leading to the development of courses that integrate the sciences and the humanities within the general education curricula of seven participating institutions.

Description: "Bridging the Gap" will build a consortial network of institutions redesigning liberal education, humanistic core text courses to incorporate and reflect upon the sciences and their relation to humanities. "Bridging" will be an ACTC demonstration-and-dissemination, faculty-and-curriculum development project. Using a FIPSE/Mellon general education curriculum longitudinal study of 66 colleges and universities, "Trends in the Liberal Arts Core," and a rich variety of ACTC's institutional general, liberal education core-text models, ACTC will bring both nationally respected experts in science and its history, who are equally at home in the humanities, and liberal education curricular reform experts to faculty development seminars. Over a three-year period, these seminars will, first, build humanities-and-science syllabus models and, then, integrate these models into existing or to-be-piloted general education curricular structures of 8 participating institutions. Participating institutions will send teams of two humanists and one scientist to the seminars. The project's goal is to integrate science and humanities core texts into a conversation within general education curricula in order to prepare our citizens to discuss, humanistically and responsibly, important intellectual and policy questions about science both within educational settings and broader social realms of American life.

Grant: 164121 / ED-50012-03,   Category: Interdisciplinary,   Division: Education Programs,   Year Awarded: 2003

Women, World History, and the Web: Teaching and Learning Through Online Primary Sources

Recipient: Rosenzweig, Roy (Faifax, VA 22030 USA) in affiliation with George Mason University (Fairfax, VA 22030 USA)

Goal: An online curriculum resource center for world history teachers and students which would include annotated and translated primary documents on women's roles in many cultures and teaching strategies and support for using these materials effectively.

Description: World History teachers face many challenges to incorporating primary sources in their teaching. These issues are expecially challenging for the history of women in the world. Women, World History, and the Web responds by creating an online curriculum resource center to help high scholl and college world history teachers and their students locate and analyze primary sources dealing with women in world history. These materials will encourage teachers to integrate the latest scholarship in women's history and world history into their courses and will give students a more sophisticated framework for understanding women in world history. Women, World History, and the Web will pursue these goals with five primary features: 1) Women in World History Curriculum Modules; 2) Finding Women in World Hisoty on the Web; 3) Reading Women in Documents; 4) Analyzing Documents of Women in the World; 5 Teaching Women in the World Through Primary Sources.

Grant: 164159 / ED-50050-03,   Category: History,   Division: Education Programs,   Year Awarded: 2003

The Founders and the Constitution

Recipient: Griffin, Claire McCaffery (Arlington, VA 22203 USA) in affiliation with Bill of Rights Institute

Goal: The creation of a teachers' guide, pilot workshop, interactive website, and other teaching aids to improve students' knowledge of the contributions of the Founding generation to American democracy.

Description: Because contemporary Americans have only limited knowledge about the intellectual lives of the Founding Fathers, the Bill of Rights Institute, in partnership with a team of scholars, will develop a 5-part project to assist high school teachers in introducing the Founders and their unique contributions. We will create a Teachers' Guide with interpretive essays, biographical accounts, primary source documents, and teaching activities; we will design and distribute a Founders' poster series; we will create and maintain an interactive website; we will circulate a monthly email newsletter; and we will present a day-long teacher workshop. An on-going project evaluation will ensure that students will be prepared to incorporate the Founding principles into their own lives.

Grant: 164127 / ED-50018-03,   Category: American History,   Division: Education Programs,   Year Awarded: 2003

The Italian Villa as a Landscape Type: A Pilot Project to Create a Digital Archive of Historic Gardens and Landscapes

Recipient: Bauman, Johanna (New York, NY 10024 USA) in affiliation with Bard College (Annandale-on-Hudson, NY 12504 USA)

Goal: A web-based digital archive focusing on the Italian villa to facilitate teaching and learning about historic landscape sites and subjects in undergraduate and graduate courses.

Description: In Fall 2002, the Bard Graduate Center introduced a unique graduate-level concentration dedicated to preparing students for careers as teachers and scholars of landscape history and as professionals in the field of historic landscape preservation. To further the goals of the program and the growing field of landscape studies, the BGC seeks to develop a freely accessible, searchable archive of digital images of historic gardens and landscapes and as accompanying educational wesite featureing textual materials and clickable plans. The BGC requests funding for the first stage of the archive, a pilot project that will focus on the Italian villa as a Landscape Type. The intellectual content of this teaching tool will be developed in collaboration with numerous scholars in the field, who will also contribute images from their personal slide collections. These photographic images will be supplemented by engravings from rare books, which will be made available by participating institutions.

Grant: 164124 / ED-50015-03,   Category: Arts History & Criticism,   Division: Education Programs,   Year Awarded: 2003

A Harvest of History: A Supplemental Social Studies Curriculum

Recipient: Livermore, Garet D (Cooperstown, NY 13326 USA) in affiliation with Farmers' Museum, Inc.

Goal: A three-year collaboration among The Farmers’ Museum, The National Gardening Association, and two school districts in upstate New York to produce a fourth-grade curriculum on the history of American agriculture, from Native American farming practices through the rise of factory farming.

Grant: 164155 / ED-50046-03,   Category: Education,   Division: Education Programs,   Year Awarded: 2003

Worlds in Motion: American Indians on the Colonial Frontier

Recipient: Fortescue, Ann (Pittsburgh, PA 15222 USA) in affiliation with Historical Society of Western Pennsylvania

Goal: The creation of print- and web-based curriculum materials for K-12 teachers relating to the indigenous cultures of the eastern United States from the time of contact through the colonial period.

Description: Worlds in Motion K-12 exemplary curriculum will be the outcome of a three-year collaboration among renowned scolars; American Indian historicans and educators; and a History Center team of educators, curators, and archivists. These experts wil work with 31 elementary, middle, and high school American history teachers, selected from seven states key to colonial history and the founding of the United States. Participants will devote three years to intense study (year 1); curriculum development using the Internet and New Media collaboration software (year II); well-publicized series of events surrounding the 250th Anniversary of the French and Indian War (1754-60), including a major museum traveling exhibition launched by the History Center, and a PBS documentary. This original curriculum will change perceptions of the comples and critical role played by eastern American Indians in our nation's history.

Grant: 164167 / ED-50058-03,   Category: Education,   Division: Education Programs,   Year Awarded: 2003

Telling Moments: A Spanish Film Archive for High School Teachers

Recipient: Gies, David T (Charlottesville, VA 22904-4762 USA) in affiliation with University of Virginia (Charlottesville, VA 22903 USA)

Goal: The creation of a web-based archive of scenes from Spanish films for use in high school classrooms.

Description: We wish to create a web-based distance-learning mechanism that would enable high school teachers and students to use excerpts from Spanish films to improve their knowledge of Spanish language and culture. We would offer a group of teachers immersion in the history and interpretation of Spanish film, then provide a subset of that group with training and resources for devloping the searchable, annotated, we archive of film scenes. The archive would then be made broadly available through formal programs and courses and publicized widely through various organized media.

Grant: 164308 / ED-50167-03,   Category: Spanish Language,   Division: Education Programs,   Year Awarded: 2003

Utamaduni Online: An Advanced Level Course in Swahili Language and Culture

Recipient: Hauner, Magdalena (Madison, WI 53706-1557 USA) in affiliation with University of Wisconsin, Madison (Madison, WI 53706 USA)

Goal: The creation of interactive, multimedia lessons in Swahili for intermediate language learners to acquire advanced skills in the target language.

Description: We propose to develop an innovative series of interactive, multimedia lessons targeting imporvement in advanced level listening skills and cultural competency for students of Swahili. Studetns will be introduced to authentic Swahili media materials through the Tanzanian-US co-produced, award-winning, feature film MAANGAMIZI - The Ancient One by Martin Mhando and Ron Mulvihil, produced by Gris Gris Films (2000). Experienced teachers of Swahili will collaborate with specialists knowledgeable in African history, society, and politics. This project also draws upon an exceelent group of technology professionals experienced in the development and implementation of web-based instructional materials. We will implement a robust evaluation program and dissemination of these instructional materials will be achieved through presentations at key national and international conferences related to Africa.

Grant: 164312 / ED-50170-03,   Category: African Studies,   Division: Education Programs,   Year Awarded: 2003

The Hartford Connection

Recipient: Sanko, Anna M (New Haven, CT 06511 USA) in affiliation with Connecticut Architecture Foundation

Goal: A three-year project to develop an interdisciplinary middle school curriculum, with related print- and web-based materials, on Hartford's history as preserved in its built environment.

Description: The Hartford Connection is an interdisciplinary, cultural heritage education program focusing on the humanities and the arts. HC will be designed as a companion to the American history program in Connecticut's middle school classrooms. HC will serve as a standards-based, national model for the collaboration of scholars, designers, and teachers, for integrated education programs based on architecture, and for reconnecting the publication (with student and teacher editions) that pulls together lessons from multiple disciplines and multiple sources and anchors them securely in the concrete, built environment of the local landscape. Through generous illustration; carefully-selected primary sources; context minded prosel and tested, hands-on activities, HC aims to offer students an understanding of Hartford, both as a city and as a metropolitan region, both as it functions locally and as it relates to the state, the nation, and the world.

Grant: 164146 / ED-50037-03,   Category: Architecture,   Division: Education Programs,   Year Awarded: 2003

Reading the American Landscape

Recipient: Anderson, Dawn M (Washington, DC 20006 USA) in affiliation with Environmental Literacy Council (Washington, DC USA)

Goal: The production of a web-based set of environmental history teaching guides for middle and high school teachers by a group of school teachers and scholars in collaboration with the National Humanities Center.

Description: The aim of this project is to produce a web-based set of environmental history teaching guides for middle and high school teachers. The guides would draw on the works of historians, writers, and scientists, in addition to original documents, maps, and other materials to help teachers improve their own understanding of American environmental history and to provide them teaching strategies and resources they can use with their students. The guides would be developed and reviewed by teachers and scholars in history, science, and economics. The eighteen-month project will begin May 2003, and conclude December 31, 2004.

Grant: 164152 / ED-50043-03,   Category: American History,   Division: Education Programs,   Year Awarded: 2003

The Construction of a Web Site and CD-ROM for Changing Lives Through Literature

Recipient: Waxler, Robert P (North Dartmouth, MA 02747 USA) in affiliation with University of Massachusetts, Dartmouth

Goal: The development of a website and CD-ROM designed to extend the educational outreach of the Changing Lives Through Literature program.

Description: Changing Lives Through Literature is an internationally-recognized alternative sentencing program that offers literature classes to criminal offenders as an alternative to incarceration. From a single pilot program in 1991, the program has spread throughout Massachusetts and to six other states as well as to England. Recent media reports about the program have spawned interest and inquiries from groups in several states hoping to start new programs. To capitalize on interest in Changing Lives, UMass Dartmouth and contributing professors will build a website that will serve as a clearinghouse of pedagogical information about the program as well as an online forum and resource for professors, court officialas, and current and former students. The site will include sample syllabi, lesson plans, reflections of participants, and information and forms for court officials. Toward the end of a 19-month grant period, a companion CD will be produced for distribution nationwide.

Grant: 164282 / ED-50147-03,   Category: Literature,   Division: Education Programs,   Year Awarded: 2003

Narrative Medicine: Teaching Humanities to Health Professionals

Recipient: Charon, Rita A (New York, NY 10032 USA) in affiliation with Columbia University (New York, NY 10027 USA)

Goal: The development and evaluation of an intensive training curriculum in literature and medicine for health professionals.

Description: Humanities disciplines have been taught to health professionals and their students for over two decades, but the field has yet to articulate a clear conceptual rationale for such pedagogy. This proposal describes a year-long multi-disciplinary conceptual and practical project examining the justification, the mechanisms, and intermediaries of teaching humanities in medical settings. What is learned in the conceptual phase of the project will be used to design a curriculum for an intensive humanities training workshop for health professionals. A core group of Columbia University faculty, joined by consultants who are national literature-and-medicine experts, will meet regularly at the medical school to develop both aspects of the project. The resultant training workshops will have authority, appeal, and intellectual and practical influence world-wide.

Grant: 164140 / ED-50031-03,   Category: Interdisciplinary,   Division: Education Programs,   Year Awarded: 2003

Longfellow and the Forging of American Identity

Recipient: Calhoun, Charles C (Dorchester, MA 021250 USA) in affiliation with Maine Humanities Council (Portland, ME 04102-101 USA)

Goal: A series of seminars designed to engage teachers from Maine in the study of the work and cultural influence of poet Henry Wadsworth Longfellow, followed by the development of interactive curricular resources for the Maine Memory Network.

Description: Longfellow and the Forging of the American Identity is a three-year Exemplary Education Project designed to re-integrate the life and work of the poet Henry Wadsworth Longfellow into the American classroom. Maine teachers will work with scholars (including a Longfellow biographer), curators, archivists, and educational technology specialists in an interdisciplinary, contextual re-interpretation of this quintessential American Victorian. The focus is not only on the poetry but on Longfellow's cultural achievement in creating enduring icons of American identity such as Paul Revere, Evangeline, and Priscilla Alden. The final product will be "Longfellow in the Classroom," and interactive curricular resource that will form a module on the Maine Memory Network site. It will be tested and piloted in Maine and three other states.

Grant: 164180 / ED-50071-03,   Category: American Studies,   Division: Education Programs,   Year Awarded: 2003

The Digital History Reader: Teaching Resources for European and United States History

Recipient: Ewing, E. Thomas (Blacksburg, VA 24061 USA) in affiliation with Virginia Polytechnic Institute and State University

Goal: The development of twenty-six online, multimedia sources that provide historical data and inquiry-based learning structures for major topics in college survey courses.

Description: "The History Survey Online" addresses critical problems faced by college level instructors when teaching introductory level history courses. This project will everage the possiblities of digital technology to create 26 content-rich units that explore key historical events through online archives of text, image, and multimedia sources. Using a strategy of inquiry-based learning, these modules will promote student mastery of primary historical materials, encourage an understanding of history as a process of analysis and interpretation, and make use of instructional technology to enhace student engagement.

Grant: 164317 / ED-50174-03,   Category: History,   Division: Education Programs,   Year Awarded: 2003

Picpus; Walled Garden of Memory; A Digital Archive

Recipient: Spencer, Janine (Evanston, IL 60208-2201 USA) in affiliation with Northwestern University (Evanston, IL 60208 USA)

Goal: A digital archive using Picpus Cemetery in Paris as a focal point for exploring the intersections of French and American history over three centuries and related cultural themes.

Description: The Picpus Digital Archive project seeks to promote investigation, discussion and appreciation of commemorative monuments. This archive, focusing on the Picpus Cemetery in Paris, permits students to establish links between the American and French revolutions and invites them to see a deeper understanding of history that stetches from the Reign of Terror to the German occupation of France during WWII, while making them reflect on the nature of monuments and examine the relationship of frief, memory and history to the creation and preservation of national consciousness. The archive incorporates new audio, visual, and textual material that permits studnets to pursue a line of inquiry according to their individual interests. It provides students the material necessary to investigate questions and hypotheses, to analyze and form opinions and judgements. The project is an open-ended research site designed to help investigators reflect on the nature of monuments and to understand their role in history and culture.

Grant: 164214 / ED-50094-03,   Category: French Language,   Division: Education Programs,   Year Awarded: 2003

Inter-Cultural Assimilation and Conflict in East Asia

Recipient: Maronde, Doreen (Overland Park, KS 66210 USA) in affiliation with Johnson County Community College

Goal: Intensive faculty and curriculum development workshops conducted by leading Asianists for part-time faculty in collaborating community colleges.

Description: Inter-Cultural Assimilation and Conflict in East Asia is a shared professional development/curriculum development program for adjunt community college faculty in the humanities. Johnson County Community College in Overland Park, KS will focus on Japan while faculty at Philadelphia Community College in Philadelphia, PA will study China in exploring issues of assimilation and conflict among Asian peoples. The two-year project will include four 15-day workshops dedicated to an in-depth look at the historical, cultural, and social underpinnings of the program themes. The focus on adjunt faculty reflects both their importance in community college education and their limited professional development opportunities.

Grant: 164175 / ED-50066-03,   Category: Asian Studies,   Division: Education Programs,   Year Awarded: 2003

Buying into the Humanities: Engaging the Liberal Arts at a Business University

Recipient: Crofts, Marylee (Waltham, MA 02452-2003 USA) in affiliation with Bentley College (Waltham, MA 02452 USA)

Goal: The development of a curricular model that integrates the humanities into the business and pre-professional programs of Bentley College.

Grant: 165801 / ED-50189-03,   Category: Humanities,   Division: Education Programs,   Year Awarded: 2003

Chicago's Stockyards and America's History

Recipient: Oppenheim, Lisa (Chicago, IL 60610 USA) in affiliation with Chicago Metro History Education Center

Goal: A project consisting of four workshops for school teachers on the history of the stockyards industry in Chicago.

Grant: 165825 / ED-50205-03,   Category: Humanities,   Division: Education Programs,   Year Awarded: 2003

Brown Then and Now: Impact on Human Rights

Recipient: Weibe, Glenn (Hutchinson, KS 67501 USA) in affiliation with Educational Services and Staff Development Association of Central Kansas (ESSDACK) (Hutchinson, KS USA)

Goal: A seminar for eight middle and high school teachers in Kansas on the historic Brown v. Board of Education Supreme Court decision.

Grant: 165845 / ED-50221-03,   Category: American Studies,   Division: Education Programs,   Year Awarded: 2003

The Role of Film in International Studies

Recipient: Roney, James N (Huntingdon, PA 16652 USA) in affiliation with Juniata College

Goal: An interdisciplinary faculty team to confer with visiting scholars and to study printed texts and international films preparatory to designing a course and, ultimately, a minor in international film.

Grant: 165876 / ED-50237-03,   Category: International Studies,   Division: Education Programs,   Year Awarded: 2003