Folger Shakespeare Library's Teaching Shakespeare 2010 Institute

Recipient: Young, Robert G (Washington, DC 20003 USA) in affiliation with Folger Shakespeare Library

Goal: A four-week school teacher institute for twenty-five participants to examine Shakespeare's plays.

Description: Folger Shakespeare Library proposes Teaching Shakespeare 2010, a four-week summer institute for secondary school teachers. A group of 25 participants, working with a faculty of resident and visiting scholars, resident actors, and curriculum consultants, will undertake an intensive examination of I Henry IV, Twelfth Night, Measure for Measure, and Macbeth from the mutually illuminating perspectives of reading the texts closely, examining primary sources to reconstruct historical and cultural contexts, exploring the filmed versions and performance histories of the plays, and exploring performance possibilities. Participants will collaborate on new teaching strategies incorporating technology to be disseminated in classrooms and through the Folger website.

Grant: 197463 / ES-50295-09,   Category: British Literature,   Division: Education Programs,   Year Awarded: 2009

Cotton Culture in the South from the Civil War to the Civil Rights Movement

Recipient: Gardner, Sarah E (Macon, GA 31207-0001 USA) in affiliation with Mercer University, Macon (Macon, GA 31207 USA)

Goal: A five-week high school teacher institute for twenty-one participants on the South's cotton culture from the close of the Civil War to the rise of the Civil Rights movement.

Description: The southern studies faculty at Mercer University proposes to host a five-week NEH institute for high school teachers on Cotton Culture in the South from the Civil War to the Civil Rights Movement. The institute will allow twenty-one teachers of English, history, economics, government, geography, art, and music to learn about the complex social structures of the U.S. South in the crucial yet frequently misunderstood hundred years after the war, a period that included both major social problems and amazing cultural development. An interdisciplinary panel of experts on the South will use the cultivation of cotton--the South's most significant economic product during this time--as a means to analyze and understand the region's history, geography, economics, politics, culture, and literature.

Grant: 197461 / ES-50293-09,   Category: Regional Studies,   Division: Education Programs,   Year Awarded: 2009

House of Mortals and Gods: Latin Literature in Context

Recipient: Dougherty, Therese Marie (Baltimore, MD 21210-2404 USA) in affiliation with College of Notre Dame of Maryland (Baltimore, MD 21210 USA)

Goal: A five-week school teacher institute for twenty-five participants to study Latin texts on the themes of house and household in and around Rome and in the region of Pompeii.

Description: College of Notre Dame of Maryland will hold a five-week Summer Institute (June 27-July 28, 2010)for middle and high school Latin teachers. The program will begin at Notre Dame in Baltimore, Maryland and mot to Italy after the first week for the remainder of the institute. Lectures and readings of literary and non-literary Latin texts will be complemented by visits to related sites. The theme of house and household will help to focus the experience on the reality of life in ancient Rome and the practical issues regarding property and personal relationships that resembled concerns of society today. Teachers may read the texts in Latin or in translation. They will design instructional materials for future classroom use.

Grant: 197478 / ES-50310-09,   Category: Classics,   Division: Education Programs,   Year Awarded: 2009

The New Negro Renaissance in America, 1919-1941

Recipient: Early, Gerald (St. Louis, MO 63130 USA) in affiliation with Washington University

Goal: A three-week school teacher institute for thirty participants on the social, cultural and political dynamics encompassing African-American communities in the interwar period.

Description: "The New Negro Renaissance in America" aims to introduce junior and senior high school teachers of various disciplines to interdisciplinary approaches to an important era in African American social, cultural, and political history: The New Negro Renaissance of the 1920s and 1920s, sometimes referred to as the Harlem Renaissance. The primary goal of the institute is to work with teachers to show how, through the study of the social, cultural, political, and literary history of a major epoch in African American life, they can reconfigure aspects of teaching their particular disciplines while broadening students' understanding of the rich complexity of both the United States as a whole and of the specific disciplines they are taught.

Grant: 197458 / ES-50290-09,   Category: American Studies,   Division: Education Programs,   Year Awarded: 2009

The Wright Connection: Native Son, Black Boy, and Uncle Tom's Children

Recipient: Graham, Maryemma (Lawrence, KS 66045-7590 USA) in affiliation with University of Kansas Center for Research, Inc (Lawrence, KS 66045-3101 USA)

Goal: : A two-week high school teacher institute for thirty participants to explore Richard Wright's Native Son, Black Boy, and Uncle Tom's Children within their historical contexts.

Description: The institute will read Wright's texts conspicuously absent from many curricula despite the direct connection to contemporary concerns about literacy, tolerance, and diversity central to national dialogue. Native Son, Black Boy, and Uncle Tom's Children, two short stories and select poems will link close reading, guided research, and seminars and workshops by scholars, practitioners, and specialists approached from a range of perspectives. New technologies, including a website and virtual seminars, will expand learning opportunities post-institute and offer access to a larger community of educators. Teachers will contribute to the construction of a digital sourcebook, to maximize the use of technology for sharing their course materials. The import lies in the role of education in a civil society, reaffirming a key goal of humanities education: to elicit a keen sense of identity from an examination of past deeds, events, documents, and forms of self-expression from our cultural past.

Grant: 199826 / ES-50320-09,   Category: American Literature,   Division: Education Programs,   Year Awarded: 2009

Mozart's Worlds: The German Operas

Recipient: Benedum, Richard P (Dayton, OH 45469-0104 USA) in affiliation with University of Dayton (Dayton, OH 45469 USA)

Goal: A four-week school teacher institute in Vienna, Austria, for twenty-five participants to explore Wolfgang Amadeus Mozart and his German operas in their cultural and historical context.

Description: The University of Dayton seeks support for a four-week interdisciplinary institute, "Mozart's Worlds: The German Operas," for twenty five teachers chosen from across the country. We will study intensively Die Entfuhrung aus dem Serail (The Abduction from the Seraglio) and Die Zauberflote (The Magic Flute), bookends to the final decade of his life, after he had moved to Vienna. This Institute reflects the belief that scholarship, cultural and historical context, and curriculum development should be closely linked. Thus, the Institute will immerse its 25 participants in these multiple "worlds" of Mozart: eighteenth century Hapsburg history and Enlightenment philosophy, the built environment of Vienna with its imperial architecture, the dramatic and literary conventions that Mozart inherited, understood, and used so successfully, and of course, his music.

Grant: 197460 / ES-50292-09,   Category: Music History and Criticism,   Division: Education Programs,   Year Awarded: 2009

Picturing Early America: People, Places, and Events 1770-1870

Recipient: Johnston, Patricia A (Salem, MA 01970 USA) in affiliation with Salem State College (Salem, MA 01970-5353 USA)

Goal: A four-week school teacher institute for twenty-five participants focusing on interpreting and teaching early American art as an aspect of the nation's history and culture.

Description: Salem State College proposes to hold a four-week Summer Institute, from July 4 to July 30, 2010, for 25 school teachers on interpreting and teaching early American art. This interdisciplinary institute will appeal to teachers of history, English, art, and other subjects. The institute explores the period from British colonial settlement to the aftermath of the Civil War, and will be divided into three units based on the primary pictorial forms of the period: portraiture, history painting, and landscapes. Each unit will include a particular focus on what we are calling "spotlight" works-art included in NEH's Picturing America series. Teachers will come to understand American art works in their historical contexts and develop creative ways to teach their disciplines while using the Picturing America images.

Grant: 197477 / ES-50309-09,   Category: Arts History & Criticism,   Division: Education Programs,   Year Awarded: 2009

Abolitionism and the Underground Railroad in Upstate New York

Recipient: Hodges, Graham Russell (Hamilton, NY 13346 USA) in affiliation with Colgate University

Goal: A four-week school teacher institute for twenty-five participants on upstate New York's national role and leadership in conducting fugitive slaves on the Underground Railroad line to Canada.

Description: A Four-Week Summer Institute for teachers on Abolitionism and the Underground Railroad in Upstate New York to be held at Colgate University, Hamilton, New York from June 27-July 23, 2010. The proposed institute will provide to twenty-five middle and high school teachers lectures, discussions by some of the nation's foremost scholars in the field, supply ample secondary readings and primary texts, and offer film and three field trips to sites relevant to the institute's purpose. Graham Russell Hodges, the George Dorland Langdon, Jr. Professor of History and Africana Studies at Colgate will organize and direct the institute.

Grant: 197453 / ES-50285-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Mesoamerican Cultures and their Histories: Focus on Oaxaca

Recipient: Wood, Stephanie G (Eugene, OR 97403-1201 USA) in affiliation with University of Oregon, Eugene (Eugene, OR 97403 USA)

Goal: A four-week school teacher summer institute for twenty-five to thirty participants highlighting recent archaeological and ethnohistorical research on the indigenous peoples of Oaxaca, Mexico.

Description: This four-week summer institute for K-12 school teachers of history, art, and Spanish language will be held in Oaxaca, Mexico and is designed to facilitate the expanded integration of Mesoamerican cultural heritage materials, including new discoveries and the latest research, into curricular units that will appeal to a variety of learners and bring greater multicultural depth and understanding into U.S. classrooms. The aim is to explore how the histories of Mesoamerican peoples might provide useful comparisons for exploring humanities questions in the broader American and the global context. We will address questions such as how peoples move from non-sedentary to more settled societies; what leads to city formation; the emergence of writing and literacy; the development of complex societies, cultural florescence (and decline); how empires are built and what the human consequences are; and, what are the outcomes of cultural encounters and exchange.

Grant: 199823 / ES-50317-09,   Category: Latin American History,   Division: Education Programs,   Year Awarded: 2009

Political and Constitutional Theory for Citizens

Recipient: Harris, William F (Orange, VA 22960 USA) in affiliation with Center for Civic Education (Calabasas, CA 91302 USA)

Goal: A three-week school teacher institute for twenty-five participants on the political and constitutional order of the United States.

Description: The Center for Civic Education proposes to conduct an Institute on Political and Constitutional Theory for Citizens for 25 US participants in the summer of 2010. The Institute will be led by a distinguished scholar from James Madison's Montpelier and will take place on the campus of Loyola Marymount University in Los Angeles. The participants will be drawn from the ranks of public and private school teachers from US elementary and secondary schools. In addition, up to five international participants will join the Institute with funding from other sources.

Grant: 197480 / ES-50312-09,   Category: Political Science,   Division: Education Programs,   Year Awarded: 2009

Social Movements in Modern America: Labor, Civil Rights, and Feminism

Recipient: Bodnar, John Edward (Bloomington, IN 47405 USA) in affiliation with Indiana University, Bloomington

Goal: A three-week school teacher institute for twenty-five participants to explore major social movements in American history.

Description: This grant proposal is to fund a three-week institute for secondary school teachers, July 11 - 31, 2010, at Indiana University in Bloomington. The institute will examine three influential social movements in modern America, exploring their roots, their trajectories, their counter-movements, and their effects on the continuing debate on the American polity, American identity, and American culture.

Grant: 197467 / ES-50299-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Winston Churchill and the Anglo-American Relationship

Recipient: Muller, James W (Anchorage, AK 99508-4037 USA) in affiliation with Churchill Centre (Washington, DC 20036 USA)

Goal: A three-week school teacher summer institute for twenty-four participants on Winston Churchill's role in twentieth-century history, to be held in Cambridge and London, England.

Description: This Institute, a repeat of our 2008 program, is a three-pronged approach to examining the Anglo-American relationship through the life, reflections, and experiences of Winston Churchill: a classroom experience of lectures, discussions and personal responses to the readings and films; individual research by teachers using primary documents from the Churchill Archives, Churchill College, Cambridge; and visits to major Churchill sites in Britain. Churchill was himself the product of an Anglo-American relationship: his mother was the American Jennie Jerome and his father was Lord Randolph Churchill, a son of the Duke of Marlborough. The Institute will primarily focus on Churchill's role in the major events of the twentieth century, but because he was a lifelong student of Americans and American history, his views on our country from its earliest settlers and the American Revolution to Eisenhower's role in the Suez Crisis of 1956 are pertinent to the relationship.

Grant: 197474 / ES-50306-09,   Category: British History,   Division: Education Programs,   Year Awarded: 2009

The HistoryMakers Summer Institute for Teachers: African American Political History

Recipient: Branham, Charles (Chicago, IL 60619 USA) in affiliation with HistoryMakers (Chicago, IL 60616 USA)

Goal: A four-week school teacher institute for twenty-five participants to explore African American political history from the nineteenth century to the present.

Description: The HistoryMakers Summer Institute will bring together 25 high school teachers from around the country and notable African American political history scholars for four weeks of intense study on the development of African American political history. The ultimate goal of the Institute is to incorporate African American political history into the larger scope of American political history. The Institute will incorporate oral history as a teaching and learning method that is useful for engaging students. Oral history is also especially important to this Institute as it has been one of the primary ways of capturing the history of African Americans. The Institute will also introduce and familiarize teachers with new teaching and learning technologies such as The HistoryMakers digital video oral history archive thus preparing teachers to produce students with 21st century learning skills.

Grant: 197481 / ES-50313-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Peoples of the Mesa Verde Region: Connecting the Past with the Present through Humanities Research

Recipient: Franklin, M. Elaine (Cullowhee, NC 28723 USA) in affiliation with Crow Canyon Archaeological Center (Cortez, CO 81321 USA)

Goal: A three-week school teacher summer institute for twenty-five participants on the cultural history of the Pueblo Indian peoples of the American Southwest, from 1000 B.C. to the present.

Description: Peoples of the Mesa Verde Region is a three-week institute for 25 school teachers that will be conducted by the Crow Canyon Archaeological Center from June 27 to July 17, 2010. The institute will provide American school teachers with an unequaled opportunity to trace the history of one of the continent's most enduring cultural groups--Pueblo Indians--from its deep past into the twenty-first century. The multidisciplinary field of anthropology provides the primary lens through which participants will examine both the ancient and modern Pueblo world. Authentic research experiences give participants the opportunity to learn first-hand how archaeologists conduct their work to reconstruct Pueblo history. The participation of Pueblo scholars and visits to a modern Pueblo community present a window into how Pueblo culture has endured over time and a glimpse into what Pueblo life and education practices are like today.

Grant: 197456 / ES-50288-09,   Category: Anthropology,   Division: Education Programs,   Year Awarded: 2009

Dvorak in America

Recipient: Horowitz, Joseph I (New York City, NY 10025 USA) in affiliation with Pittsburgh Symphony, Inc. (Pittsburgh, PA 15222 USA)

Goal: A three-week school teacher institute for twenty-five participants to explore Dvorak's New World Symphony to understand American culture and society in the late nineteenth century.

Description: Dvorak's American sojourn (1892-1895) acutely posed the questions: "What is America?" and "Who is an American?" Dvorak's answers, embracing African-Americans and Native Americans, were influential and controversial. His quest for America links to innumerable topics in history, literature, the visual arts, etc. The proposed institute would train teachers to use the Dvorak story to infuse the arts and humanities into classroom instruction.

Grant: 197446 / ES-50278-09,   Category: Music History and Criticism,   Division: Education Programs,   Year Awarded: 2009

Johann Sebastian Bach: Celebrating the 325th Anniversary of Bach's Birth in Germany

Recipient: Binford, Hilde Marga (Bethlehem, PA 18018 USA) in affiliation with Moravian College

Goal: A four-week school teacher institute in Germany for twenty-five participants to explore the life, music, and intellectual milieu of composer Johann Sebastian Bach.

Description: Moravian College's Summer Institute for Teachers 2010 is a four-week institute for classroom teachers on J. S. Bach in the Age of the Baroque and the Enlightenment to take place in Germany. The goal of the Institute is to provide classroom teachers with methods and tools to integrate the music of Bach and the world of the Enlightenment into elementary, secondary and high school classrooms. The Institute will demonstrate how to use Bach as a vehicle for the teaching the social, cultural, intellectual and religious changes taking place in Europe from the 17th to 18th centuries. By situating the Institute in Eisenach, Leipzig, and Postdam, participants will be immersed in the very places where Bach lived, and will have access to the finest cultural and scholarly resources on Bach. Internationally known scholars will present lectures and workshops that describe the relationship of Bach's life and music to the world around him, spanning the late Baroque era to the Age of Enlightenment.

Grant: 197443 / ES-50275-09,   Category: Music History and Criticism,   Division: Education Programs,   Year Awarded: 2009

The Many and The One: Religion, Pluralism, and American History

Recipient: Goff, Philip Kevin (Indianapolis, IN 46202-5140 USA) in affiliation with Indiana University, Indianapolis (Indianapolis, IN 46202 USA)

Goal: A three-week school teacher summer institute for twenty-five participants on the role of religion in American history and life.

Description: The purpose of this NEH Summer Institute for high school teachers is to give instructors the tools to integrate the story and importance of religious institutions and diverse religious individuals into their courses on American history and literature. As Justice Clark wrote in the landmark 1963 Supreme Court decision that ended devotional Bible reading in public schools, "It might well be said that one's education is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization." The Court went on to encourage the historical and literary study of religion in secular programs of education in order to help produce a truly educated citizenry. The program will focus on existing units in curricula and embed therein the role of religious individuals and institutions so religion can be more readily taught and understood without devolving into sectarian discussion.

Grant: 197465 / ES-50297-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Exploring Our Past: Changing Human Adaptations in the Upper Mississippi River Valley

Recipient: Theler, James L (La Crosse, WI 54601 USA) in affiliation with University of Wisconsin, La Crosse

Goal: A three-week school teacher summer institute for twenty-five participants on archaeological theory and methods as applied to the prehistory of the Upper Mississippi River Valley.

Description: The proposed Institute will provide 25 K-12 teachers with three weeks of intense, guided exploration of changing cultural adaptations to the Upper Mississippi Valley over nearly fourteen millennia, and how we learn about such cultures through archaeology. The region's archaeological record tells a fascinating story and also provides an ideal vehicle for exploring how archaeologists move from potsherds to insights into how people have lived, adapted to their surroundings, and changed through time. Participants will learn about the nature of the archaeological record through actual excavation and laboratory work and discussion of how we can derive information from cultural remains. They will also complete individual classroom-implementation projects, and will emerge with content knowledge applicable to a wide range of grade levels, subject areas, geographic regions, and time periods.

Grant: 197441 / ES-50273-09,   Category: Archaeology,   Division: Education Programs,   Year Awarded: 2009

The Lost World of Early America

Recipient: Demos, John (New Haven, CT 06511 USA) in affiliation with Gilder Lehrman Institute of American History (New York, NY 10036 USA)

Goal: A two-week school teacher institute for thirty participants on major themes in colonial American history from 1600 to 1775.

Description: The Gilder Lehrman Institute of American History seeks $108,103 for a two-week summer institute for thirty high school teachers on colonial American history at Yale University. In lectures, field trips, and readings, participants will both receive a broad overview of the era and explore the day-to-day lives of ordinary Americans. John Demos, the Samuel Knight Professor of American History emeritus at Yale who has led two NEH seminars and five Gilder Lehrman seminars on colonial America, will direct the proposed seminar. With its extensive holdings in early American documents and artifacts, its proximity to colonial-era historic sites, and its first-rate facilities, Yale is the ideal setting for a colonial American history seminar. Having directed 211 weeklong seminars for teachers since 1994, the Gilder Lehrman Institute hopes to provide a more rigorous academic experience for participants in the proposed seminar.

Grant: 197466 / ES-50298-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

From Chang'an to Xi'an: Ancient Capital to Modern Metropolis

Recipient: Hsu, Hsin-Mei Agnes (New York, NY 10065-7088 USA) in affiliation with China Institute in America, Inc. (New York, NY 10021 USA)

Goal: A five-week summer institute in Xi'an, China, for twenty-five school teachers on China's formative history in the Wei River valley of southern Shaanxi Province.

Description: From Chang'an to Xi'an: Ancient Capital to Modern Metropolis is a five week summer institute held in Xi'an China for teachers. This institute will provide participants a unique opportunity to understand the multi-layered history of one of the world's greatest urban areas. The program will be structured with background lectures and site explorations to help participants develop group curriculum projects that will aid in bringing this significant city into the classroom. The program's curriculum will focus on China's history from the unification of the country in 221 BCE to the fall of the Tang dynasty in 907 - time periods addressed by the National Standards for History which is the basis for curricula in many school districts across the country.

Grant: 192025 / ES-50263-08,   Category: Asian Studies,   Division: Education Programs,   Year Awarded: 2008