Not Just a Scenic Road: The Blue Ridge Parkway and Its History

Recipient: Specht, Neva Jean (Boone, NC 28608 USA) in affiliation with Appalachian State University

Goal: Two one-week workshops for eighty school teachers on the history and culture of the Blue Ridge Parkway.

Description: Appalachian State University seeks funds to offer two, one-week teacher workshops for eighty K-12 teachers during the summer 2010 focusing on the National Park Services' historic Blue Ridge Parkway located just five miles from the University. The Parkway's history reflects some of the most salient themes in United State history. The resources of the University, which include distinguished faculty with expertise in the Parkway and the Appalachian Mountains, as well as the Appalachian Collection, and ready access to the Park itself, make it an ideal venue for the study of this historic landmark.

Grant: 197497 / BH-50313-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

The Problem of the Color Line: Atlanta Landmarks and Civil Rights History

Recipient: Crimmins, Timothy J (Atlanta, GA 30303 USA) in affiliation with Georgia State University Research Foundation, Inc.

Goal: Two one-week workshops for eighty school teachers on southern segregation and the Civil Rights movement in Atlanta.

Description: The "Problem of the Color Line" will use Atlanta landmarks to trace the rise and fall of segregation. Sites in Atlanta, the capital of the Civil Rights Movement, are uniquely concentrated to help teachers tell the story of the development of segregation, the establishment of viable black community institutions, and the struggle to end discrimination. In advance of site visits, teachers will hear lectures, examine historical documents, and read primary and secondary sources so that they will be able to explore the Civil Rights past at the landmarks sites. Among the sites to be studied and visited are: Piedmont Park-where B. T. Washington delivered his Atlanta Compromise speech; the Fox Theater-built as a segregated facility; the Atlanta University Center; and the Martin Luther King Birth Home. Teachers will learn how to prepare students to go to landmarks sites to explore the history that transpired there. They will produce lesson plans to use these sites to teach American history.

Grant: 197503 / BH-50319-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

A Rising People: Benjamin Franklin and the Americans

Recipient: Boudreau, George W (Middletown, PA 17057 USA) in affiliation with Pennsylvania State University, Main Campus (University Park, PA 16802 USA)

Goal: Two Landmarks workshops for eighty teachers on Benjamin Franklin's life and social environment in eighteenth-century Philadelphia.

Description: Hosted by the School of Humanities at Penn State Harrisburg in partnership with a coalition of historic sites and organization in Philadelphia, this grant will sponsor two one-week workshops for K-12 teachers, to be held in the summer of 2010. Teachers will be chosen from a national competition, and will be exposed to cutting-edge interdisciplinary humanities scholarship as well as unparalleled access to come of the most significant sites in American History.

Grant: 197513 / BH-50329-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Shifting Power on the Plains: Fort Robinson and the American West

Recipient: Bower, Kevin (Lincoln, NE 68504 USA) in affiliation with Nebraska Wesleyan University

Goal: Two one-week workshops for eighty school teachers at Fort Robinson National Historic Landmark on the role of the fort in American history from 1868 until the end of World War II.

Description: The Great Plains were witness to dramatic shifts in power during the 19th Century, with rapid expansion transforming it into a world of refugees competing for resources and adapting to new realities. Fort Robinson National Historic Landmark is among America's most historically diverse sites, illustrating the story of the American West for more than a century. Nebraska Wesleyan proposes to host two teacher workshops at this vital historic site in 2010. The "Shifting Power on the Plains" seminars will improve the way history is taught in classrooms by providing teachers with the knowledge and resources to ignite their student's curiosity and learning. Participants will be immersed in the historic and geographic context while living in historic structures within the boundaries of Fort Robinson. Teachers will work with academic historians, visiting scholars, curators, and master teachers to form a learning community in a remarkable historic place.

Grant: 197516 / BH-50332-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

The American Skyscraper: Transforming Chicago and the Nation

Recipient: Linsner, Jean (Chicago, IL 60604-2500 USA) in affiliation with Chicago Architecture Foundation (Chicago, IL 60604 USA)

Goal: Two one-week Landmarks workshops for eighty school teachers on the development of the skyscraper in Chicago and the relationship of such buildings to urbanization.

Description: The tall building gives American urban centers distinctive character. In every major city, the skyscraper defines the physical landscape and shapes land use. High-rise construction highlights the role of innovation in architecture and infrastructure across the United States and the world. Chicago's history as a center for the development of the skyscraper from the late nineteenth through mid-twentieth centuries positions the city as the ideal place to explore the tall building's relationship to urbanization.

Grant: 197505 / BH-50321-09,   Category: Interdisciplinary,   Division: Education Programs,   Year Awarded: 2009

Contested Homelands: Unpacking the Knowledge, History and Culture of Historic Santa Fe, New Mexico

Recipient: Sanchez, Rebecca Maria (Albuquerque, NM 87131-1231 USA) in affiliation with University of New Mexico (Albuquerque, NM 87131 USA)

Goal: Two one-week workshops for eighty schoolteachers on the history of interactions between Native Americans and European settlers in Santa Fe.

Description: The University of New Mexico, in conjunction with the New Mexico Office of the State Historian is seeking a grant award to provide teacher workshops during the summer of 2010. In the summer of 2010 Santa Fe, New Mexico will be celebrating its 400th anniversary (based on European settlement). This celebration is a timely opportunity for teachers from around the country to study the complex history and culture of the area by investigating the historic sites of Santa Fe and surrounding Pueblos. The workshops will be structured around the concept of homelands and include the study of historic sites, artifacts and stories in historic Santa Fe, New Mexico and surrounding communities. Specifically, the Camino Real de Tierra Adentro and the Palace of the Governors will be interpreted,studied and contrasted with the Pueblo history of the region to understand the complexity of historical homelands.

Grant: 197495 / BH-50311-09,   Category: History,   Division: Education Programs,   Year Awarded: 2009

Wilson's Creek: Understanding the Civil War's Second Major Battle

Recipient: Fuller, Randall (Springfield, MO 65802 USA) in affiliation with Drury University (Springfield, MO 65802-3791 USA)

Goal: Two one-week workshops for eighty school teachers on the 1861 battle of Wilson's Creek, Missouri, and its place in the history and culture of the Civil War era.

Description: Drury University and Wilson's Creek National Battlefield propose to offer two summer sessions of a workshop in the NEH Landmarks of American History program for high school and middle school teachers. The workshops will take place on the site where the fighting occurred. National Park Service historians and librarians will introduce participants to a wealth of largely unknown primary material housed in the NPS library and museum. Also featured will be lectures by some of the country's most recognized and innovative Civil War scholars. The workshops, entitled "Wilson's Creek: Understanding the Civil War's Second Major Battle," will employ a significant, if overlooked, battle site to learn about this formative chapter in American history and to examine the Civil War from fresh multidisciplinary perspectives. The workshops will benefit teachers of history, art history, American literature, and the social sciences.

Grant: 197496 / BH-50312-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

James Madison and Constitutional Citizenship

Recipient: Harris, William F (Orange, VA 22960 USA) in affiliation with Montpelier Foundation

Goal: Two one-week workshops for eighty school teachers on James Madison's role in the creation and implementation of the U.S. Constitution, held at Montpelier, Madison's home.

Description: The Montpelier Foundation seeks funding to conduct two five and one-half day "Landmarks of American History and Culture: Workshops for School Teacher" seminars that will occur in the summer of 2010 at James Madison's Montpelier. The Workshop - James Madison and Constitutional Citizenship - will combine advanced scholarship on Madison and the Constitution, paired with an examination of James Madison's Montpelier as one of the central sites in the creation of the U.S. Constitution. Montpelier's Center for the Constitution has hosted highly acclaimed versions of this proposed Landmark Workshop in 2005, 2006, and 2008.

Grant: 197510 / BH-50326-09,   Category: American Studies,   Division: Education Programs,   Year Awarded: 2009

Building America: Minnesota's Iron Range, U.S. Industrialization, and the Creation of a World Power

Recipient: DeMarais, Casey (St. Paul, MN 55106 USA) in affiliation with Minnesota Humanities Center (St. Paul, MN 55106-2046 USA)

Goal: Two one-week workshops for eighty school teachers to explore the role of Minnesota's Iron Range in American history.

Description: Minnesota's Iron Range supplied late 19th and 20th century America with the iron needed to fuel industrialization, economic expansion, and military might. During the summer of 2010, the Minnesota Humanities Center will offer two week-long, residence-based workshops that use this unique region of Minnesota to address themes and issues central to American history. A National Endowment for the Humanities Landmarks of American History and Culture: Workshops for School Teachers program, these workshops will help K-12 educators increase their knowledge and appreciation of Minnesota's Iron Range, a region significant to American history and culture, but often overlooked. The workshops will provide teachers with training and experience in the use and interpretation of this historic landmark region, and make available the material resources and archival evidence unique to this significant place in American history and culture.

Grant: 197520 / BH-50336-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars 2010

Recipient: Martin, Edeen Joyce (Lees Summit, MO 64064 USA) in affiliation with University of Missouri, Kansas City (Kansas City, MO 64110 USA)

Goal: Two Landmarks workshops for eighty teachers on the history and impact of the Missouri-Kansas border wars that preceded the American Civil War.

Description: Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars workshops explore the clash of cultures and differing definitions of "freedom" that played out on the Missouri-Kansas border in the decade before the Civil War. The purpose of the Crossroads of Conflict workshops is to give K-12 teachers tools to devise fresh techniques for using historical settings, architecture, material culture, art and drama along with historical documents and records to enable students to engage the past and gain a better understanding of the forces that shaped and continue to influence local and national history. In addition to UMKC resources, participants will use information found in the Nelson-Atkins Museum of Art and the Steamboat Arabia Museum. Historic landmarks included :the John Wornall House, the Shawnee Indian Mission, Historic Westport MO, Lawrence, KS, Constitution Hall in Lecompton, KS, Watkins Woolen Mill and the Jesse James Farm.

Grant: 197521 / BH-50337-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Inventing America: Lowell and the Industrial Revolution - Summer 2010 Teacher Workshops

Recipient: Kirschbaum, Sheila (Lowell, MA 01852 USA) in affiliation with University of Massachusetts, Lowell (Lowell, MA 01854 USA)

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

Description: The Tsongas Industrial History Center, a partnership of UMass Lowell's Graduate School of Education and Lowell National Historical Park, proposes to engage teachers in examining the textile industry as a case study of early 19th-century industrialization. We will use the unique resources of the Park and other cultural/historical sites to address changes in work, economics, society, and the environment between 1820 and 1860. On-line follow-up classes will examine the meaning of slavery in northern textile cities and the globalization of textiles today. Lowell, the first planned industrial city in the U.S., formed the template for later industrial cities and provides an ideal setting for historical training for teachers. Teachers experience history where it happened and learn how to teach with historic sites in their communities. The Workshop combines lectures and discussion, field investigations, primary and secondary materials, and historical fiction for students.

Grant: 197515 / BH-50331-09,   Category: History,   Division: Education Programs,   Year Awarded: 2009

America's Industrial Revolution at The Henry Ford

Recipient: Gangopadhyay, Paula (Dearborn, MI 48124 USA) in affiliation with Henry Ford, The (Dearborn, MI 48121 USA)

Goal: Two one-week Landmarks workshops for eighty school teachers on America's Industrial Revolution as interpreted through the historic buildings and collections at Henry Ford's Greenfield Village.

Description: The Henry Ford, a National Historic Landmark, seeks funding for a fifth year of teacher workshops on America's Industrial Revolution. Five themes will be explored: the early 19th century transformation of home and craft production; mechanization of agriculture; impact of steam on transportation; increasing impact of science and invention; the assembly line method of mass production. Teachers will have discussions with five scholars, visit the Ford Rouge plant and historic buildings in Greenfield Village, study primary documents and artifacts, and create innovative lesson plans. The workshop is designed to ignite teachers' curiosity and deepen their knowledge of the human dimensions of industrial change in order to encourage student enthusiasm and intellectual growth.

Grant: 197518 / BH-50334-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

The Most Southern Place on Earth: Music, Culture, and History in the Mississippi Delta

Recipient: Brown, Luther (Cleveland, MS 38733 USA) in affiliation with Delta State University (Cleveland, MS 38732 USA)

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

Description: We propose two six-day workshops that will introduce participants to major heritage themes in the Mississippi Delta, a place with a history that is simultaneously unique and quintessentially American. Participants will learn how the Place of the Delta has affected its culture, specifically in regard to its settlement and ethnic composition, its music and art, its civil rights struggles, its foodways, its literature, and its contributions to American popular culture. The workshop will be highly experiential, giving participants the opportunity to learn how to use Place to both learn about culture and facilitate learning by their own students.

Grant: 197487 / BH-50303-09,   Category: Humanities,   Division: Education Programs,   Year Awarded: 2009

At the Crossroads of Revolution: Lexington and Concord in 1775

Recipient: Gordon, Jayne K (Boston, MA 02215 USA) in affiliation with Massachusetts Historical Society

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

Description: The Massachusetts Historical Society, partnering with Minute Man National Historical Park in Concord and the National Heritage Museum in Lexington, seeks $159,982 to fund two Landmarks Workshops for Schoolteachers in 2010. At the Crossroads of Revolution: Lexington and Concord in 1775 would take place at historic locations in Lexington, Concord, and Boston, Massachusetts on the weeks of July 18-23 and August 1-6. In the spring of 1775, the towns of Lexington and Concord became targets, scenes, and symbols of actions which would ignite a war culminating in the birth of a new country. In those towns were people caught at the crossroads of Revolution. The Landmarks workshop proposed will immerse participants in the evocative 18th century landscapes of those towns, as well as the port city of Boston, to examine--with the help of leading scholars--the decisions and dilemmas involved in the events of 1775 and the subsequent interpretations and uses of those events.

Grant: 197511 / BH-50327-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

The Hermitage, Andrew Jackson, and America 1801-1861

Recipient: Leone, Janice M (Murfreesboro, TN 37132 USA) in affiliation with Middle Tennessee State University

Goal: Two one-week workshops for eighty school teachers at The Hermitage, Andrew Jackson's home, on major themes in nineteenth-century American history.

Description: "The Hermitage, Andrew Jackson, and America 1801-1861" will examine the growing body of humanities scholarship on the early nineteenth century. Each workshop will combine classroom and field studies, including archaeology. Participants will use as primary source evidence a variety of documents from the 1801-1861 time period, the objects in The Hermitage's collections, the books the Jackson family owned, the archaeological remains left behind by the enslaved black families, the architecture, and the cultural landscape to examine six interpretive themes:-Growing Democracy-Cotton Economy and Slavery-Indians and Westward Expansion-Reform and Religion-Women's Lives in a Changing America-Developing a Distinct American Material Culture

Grant: 197493 / BH-50309-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

A Revolution in Government: Philadelphia and the Creation of the American Republic

Recipient: Frank, Steve M (Philadelphia, PA 19106 USA) in affiliation with National Constitution Center

Goal: Two one-week workshops for eighty school teachers on the founding of the United States, to be held in Philadelphia.

Description: Philadelphia's National Constitution Center requests NEH funding for two one-week workshops, to be held in the summer of 2010. Titled "A Revolution in Government," the Institute will instruct participants in the history and significance of the Declaration of Independence and U.S. Constitution, and will use the very sites in which those documents were drafted. Participating educators will learn about key political figures behind the documents, including Benjamin Franklin, James Wilson, and Gouveneur Morris. The influence of Pennsylvania's state constitutional experiments on the ultimate shape and direction of the federal government will also be highlighted. Alongside field trips to Philadelphia's unique historic sites, the Institute will create lectures by celebrated visiting faculty, and open collegial discussions with fellow participants. The Institute will be an opportunity for educators to revisit - or learn - Philadelphia's role in constitutional history.

Grant: 197528 / BH-50344-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Stony the Road We Trod: Using America's Civil Rights Landmarks to Teach American History

Recipient: Bouyer, Martha V (Birmingham, AL 35203 USA) in affiliation with Birmingham Civil Rights Institute

Goal: Two one-week Landmarks workshops for eighty school teachers on the history and legacy of the Civil Rights movement in Alabama.

Description: The Birmingham Civil Rights Institute requests support for a Landmarks of American History and Culture Workshop for Teachers titled " 'Stony the Road We Trod': Alabama's Role in the Modern Civil Rights Movement." The Birmingham Civil Rights Institute (BCRI) will serve as the lead institution for a series of one-week scholarly presentations including experiential field studies at civil rights landmarks in Birmingham, Selma, Montgomery, and Tuskegee, Alabama. Teachers selected to take part in this interactive workshop experience will participate in lectures by scholars, meet and interact with iconic leaders and foot soldiers of the Civil Rights Movement, travel to important civil rights sites as well as sites dedicated to the preservation of civil rights history, review archival film footage and primary sources and use national history standards (or their own state standards) to develop curricular products.

Grant: 197523 / BH-50339-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Jump at the Sun: Zora Neale Hurston & Her Eatonville Roots

Recipient: Schoenacher, Ann S (St. Petersburg, FL 33701-5005 USA) in affiliation with Florida Humanities Council

Goal: Two one-week Landmarks workshops for eighty school teachers on African-American folklorist and author Zora Neale Hurston and her formative years in Eatonville, Florida.

Description: The two weeklong workshops outlined in this proposal provide K-12 teachers with an interdisciplinary exploration of the life and work of Zora Neale Hurston and the community that formed her identity and fueled her imagination - Eatonville, Florida. Added to the National Register of Historic Places in 1998, Eatonville is the oldest incorporated black town in the United States. During each workshop, participants will examine Hurston's accomplishments within the context of the historical and cultural development of Eatonville and grapple with compelling questions about how this unique black enclave fueled her appreciation of folk culture, inspired her literary works, created her racial and gender identity, and formed her sometimes controversial views on race. Organized by the Florida Humanities Council in cooperation with the Association to Preserve the Eatonville Community and Rollins College, the workshops are scheduled to occur over two consecutive weeks from June 13-26, 2010.

Grant: 197486 / BH-50302-09,   Category: Interdisciplinary,   Division: Education Programs,   Year Awarded: 2009

Empires of the Wind: Exploration of the United States Pacific West Coast

Recipient: Ashley, Raymond (San Diego, CA 92101 USA) in affiliation with Maritime Museum Association of San Diego

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

Description: Empires of the Wind: Exploration of the United States Pacific West Coast is a six-day workshop developed by the Maritime Museum of San Diego (MMSD), specifically for school teachers, to examine the role of the Pacific in American History. This dynamic period of the nation's history was the product of developments in the sciences, technology, and economics, set against the evolving geopolitics of the time. The arrival of the earliest European explorers on the Pacific Coast of what is now the United States pre-dated the arrival of the pilgrims at Plymouth, Massachusetts, by a full 78 years, underscoring the importance of the West Coast in the development of the young nation. The seeds of this period, and its stunning confluence of cultures, helped set our young nation on its trajectory of achievement arising from diversity. The purpose of this workshop, then, is to provide teachers with expertise in this formative and rich period of history.

Grant: 197488 / BH-50304-09,   Category: American History,   Division: Education Programs,   Year Awarded: 2009

Seeking the Center Place: The Mesa Verde Cultural Landscape and Pueblo Indian Homeland

Recipient: Connolly, Marjorie R (Cortez, CO 81321 USA) in affiliation with Crow Canyon Archaeological Center

Goal: Two one-week workshops for eighty school teachers on the archaeology and history of the Pueblo people in the Mesa Verde region.

Description: Seeking the Center Place is a one-week residence-based workshop for four groups of 20 school teachers. The workshop focuses on: 1) the importance of the landmarks in the Mesa Verde archaeological region, 2) the deep history and enduring vitality of Pueblo Indian people, and 3) the critically important but neglected subject matter, America's excluded past. The workshop is significant because it offers school teachers an unequaled opportunity to trace the history of one of the continent's most enduring cultural groups--Pueblo Indians--from their ancient past into the 21st century. The workshop's intellectual scope is regional, but it will focus on three specific historic landmarks: the Goodman Point Unit of Hovenweep National Monument, Sand Canyon Pueblo in Canyons of the Ancients National Monument, and Mesa Verde National Park--all among the world's greatest archaeological treasures and listed on the National Register of Historic Places.

Grant: 197501 / BH-50317-09,   Category: Anthropology,   Division: Education Programs,   Year Awarded: 2009