This workshop will provide the larger historical and cultural context for understanding the Pearl Harbor attacks by illuminating one of the most important (if at times antagonistic) bilateral relationships in the 20th century—that between the United States and Japan—and the impact of that relationship on both nations' international affairs. Importantly, it will explore the multiple histories that converge at Pearl Harbor—including not only American and Japanese but also Hawaiian and diverse American experiences, especially those of Americans of Japanese ancestry—reminding participants that despite the mythic status of the Pearl Harbor story in American culture, there are in fact a number of "Pearl Harbors," with different impacts and memories for diverse Americans and for people throughout the world. During the workshop, participants will visit the Arizona Memorial and related attack sites in order to gain a sense of the time and place represented by these historic resources. Since the history of Pearl Harbor is still a living history, participants will also have the unique opportunity to meet with Pearl Harbor survivors, World War II generation residents of Hawaii, and Japanese Americans who spent the wartime years in internment camps, and to experience history "come alive" through their oral histories. Importantly, the workshop will model ways to teach collaboratively. Participants will engage in rigorous conversations with leading U.S. and Japanese scholars about the historical significance and meanings of the events surrounding the attacks and important cultural and historical issues that continue to shape national perceptions of Pearl Harbor. Through hands-on sessions, participants will work closely with the scholars as well as with a group of teachers from Japan and with one another as they explore issues of content and pedagogy in teaching Pearl Harbor and develop plans for collaborative projects and lesson plans that integrate materials from the workshop. In this way, the workshop will serve as a catalyst for creating a network of educators dedicated to ongoing scholarship, professional development, and collaboration.

This workshop will provide the larger historical and cultural context for understanding the Pearl Harbor attacks by illuminating one of the most important (if at times antagonistic) bilateral relationships in the 20th century—that between the United States and Japan—and the impact of that relationship on both nations' international affairs. Importantly, it will explore the multiple histories that converge at Pearl Harbor—including not only American and Japanese but also Hawaiian and diverse American experiences, especially those of Americans of Japanese ancestry—reminding participants that despite the mythic status of the Pearl Harbor story in American culture, there are in fact a number of "Pearl Harbors," with different impacts and memories for diverse Americans and for people throughout the world. During the workshop, participants will visit the Arizona Memorial and related attack sites in order to gain a sense of the time and place represented by these historic resources. Since the history of Pearl Harbor is still a living history, participants will also have the unique opportunity to meet with Pearl Harbor survivors, World War II generation residents of Hawaii, and Japanese Americans who spent the wartime years in internment camps, and to experience history "come alive" through their oral histories. Importantly, the workshop will model ways to teach collaboratively. Participants will engage in rigorous conversations with leading U.S. and Japanese scholars about the historical significance and meanings of the events surrounding the attacks and important cultural and historical issues that continue to shape national perceptions of Pearl Harbor. Through hands-on sessions, participants will work closely with the scholars as well as with a group of teachers from Japan and with one another as they explore issues of content and pedagogy in teaching Pearl Harbor and develop plans for collaborative projects and lesson plans that integrate materials from the workshop. In this way, the workshop will serve as a catalyst for creating a network of educators dedicated to ongoing scholarship, professional development, and collaboration.

The Gilder Lehrman Summer Seminars are designed to strengthen participants' commitment to high quality history teaching. Public, parochial, independent school teachers, and National Park Service rangers are eligible. These week-long seminars provide intellectual stimulation and a collaborative context for developing practical resources and strategies to take back to the classroom.

Between c. 1500 and c. 1800, the lands bordering the Atlantic Ocean saw the creation, destruction, and recreation of communities as a result of the movement of peoples, commodities, institutions, social practices, and cultural values. This seminar will explore the pan-Atlantic webs of association linking people, objects, and beliefs across and within the region. The best Atlantic history is interactive and crosses borders. The hope is that the seminar will enlarge participants' horizons by placing the standard early North American story in a larger framework.

From the Minnesota Historical Society website:

"The newest art standards call for highlighting contributions of Minnesota's American Indian communities. Whether you teach art or social studies, this workshop will provide you with new ideas and resources for creating student projects using different types of media. Sessions will focus on Dakota and Ojibwe artistry past and present, and will include conversations with American Indian artists and educators. Attendees will demo the Minnesota Historical Society's new Ojibwe Shoulder Bag Activity kit."

From the Street Law website:

"This training is for high school teachers in Montgomery County (MD) Public Schools seeking to improve their teaching of law. Participants will meet area lawyers and receive interactive lesson plans and materials developed by Street Law, Inc. to help students learn about the judiciary, rights and responsibilities, historic landmark cases of the Supreme Court, and practical law."

The Center for the Constitution at James Madison's Montpelier will host the Michigan We the People Summer Seminar for middle and high school teachers. The seminar will begin with lectures, discussions, and group activities and conclude with a simulated congressional hearing. Teachers will receive a full classroom set of We the People textbooks.

The Center for the Constitution at James Madison's Montpelier will host the North Carolina We the People Summer Seminar for middle and high school teachers. The seminar will begin on with lectures, discussions, and group activities and conclude with a simulated congressional hearing.

This three-day workshop examines the life of Winston Churchill. Participants will develop strategies for applying historical content in the classroom and across the curriculum.

This institute will examine documents that trace the diverse and complex roles played by women throughout the history of the United States. Participants will meet with women's history specialists at the Library of Congress and examine original historical materials from the Library's collections. Library staff will also guide participants in finding and using materials related to women's history on the Library of Congress website, as well as exploring different ways to integrate those materials into the classroom.