This institute will examine several key roles of the presidency including chief executive, chief diplomat, manager of the economy, and national leader. It will first look back at President Kennedy's approach to these roles and then explore how President Obama is approaching them to meet today's challenges.

This seminar will focus on the factors that both pushed and pulled African Americans from the South after the Civil War. It will analyze the images of the North that prevailed among Southern blacks, the forces that shaped those images, and the prominent themes that the Great Migration brought to African American literature. How were the realities African Americans encountered in "the Promised Land" of the North comparable to experiences they had undergone in the South? What roles did individuals, agencies, family, and business play in the movement north? And how does an examination of westward migration and migration from rural to urban areas within the South broaden understandings of the Great Migration?

Led by distinguished scholars, each seminar will consist of three sessions. The first two, featuring lecture and discussion, will focus on the close analysis of images and primary documents. The third will concentrate on the integration of seminar ideas and material into lesson plans using the Center's Seminar-to-Classroom Guide.

From the Newark Museum website:

"Join us for a fun-filled, information–packed morning of exploration and discovery. Learn how you can make the most of what The Newark Museum has to offer teachers and their students.

Enjoy participatory workshops and gallery programs designed for teachers to creatively implement the New Jersey Core Curriculum Content Standards for language arts literacy, social studies, science and art. Teachers' families are welcome to join us for this intergenerational museum experience."

From the Alabama History Education Initiative flyer:

"In the first year, [the Alabama Department of Archives and History] will assemble a committee of twenty master teachers from around the state to develop new curriculum packages. The committee members will receive travel and per diem at the rate set for reimbursement by the state of Alabama for its employees. Also, the committee members will receive a laptop computer upon completion of the project. The committee will meet June 22-26, 2009 at the Alabama Department of Archives and History in Montgomery beginning with a day of immersive classes in Alabama history taught by leading scholars in the field. With data and cooperation from the State Department of Education, a university faculty consultant will lead a review of the State Course of Study, state testing requirements, and existing test performance data to identify the areas of greatest need. Key data sets will include scores from the 2008 administration of the Alabama High School Graduation Exam and student assessments developed as part of several Teaching American History (TAH) grants that are currently underway in the state.

The committee will then begin a collaborative process of designing approximately fifty curricular units based on primary sources identified by ADAH education and archival staff. Units will include reproductions of primary
sources, suggested instructional strategies, correlations to the Alabama Course of Study: Social Studies and National Standards for History, student-oriented learning activities, and assessment tools. Two university faculty
reviewers will evaluate the units, verify their correct alignment to standards, and make suggestions for improvement. Committee members will conduct trial implementations of the units in their own classrooms, noting
areas that merit revision during the second year of development.

The second year of the project will replicate the first, with a new class of twenty teachers receiving orientation and developing another fifty curriculum units. In addition, the first year’s committee members will begin providing multiple professional development sessions in each of the state’s in-service centers, a process that will put the committee-developed resources in the hands of as many as one thousand classroom teachers across the state. The university consultant, reviewers, and ADAH education staff will make site visits to classrooms in order to observe the use of the curricular materials and evaluate their effectiveness. University faculty will also begin incorporating the curricular materials in pre-teacher training. ADAH will post the curricular resources on its Web site and distribute them upon request on compact disc, making it possible for every history teacher in the state to reproduce the materials and implement them in the classroom."

From the beginning to the expert teacher, using technology as part of social studies instruction in the 21st century is essential. K–12 students use cell phones, the internet, video games, and many other forms of technology. To maintain relevance in the lives of those students, classroom instruction needs to include not only social studies content but 21st-century tools and skills. This workshop will showcase content-specific websites and technology examples that educators can use right away.

The use of primary sources as an instructional tool in the social studies classroom engages students, encourages high levels of learning, and raises test scores. But with so much to do and so little time, how can teachers know what strategies and resources work best? In this workshop, teachers will join other social studies teachers to find the answer to that question. Participants will be introduced to both online and print materials and provided specific examples of how to use those resources with their students.