This forum, designed for secondary, pre-service, and community college educators, explores the content, methodologies, and rationales for teaching the history of the Holocaust; increases teachers' knowledge of the Holocaust; and examines contemporary issues associated with this history.
The Museum Teacher Fellowship is developing a national corps of skilled secondary school educators and community college faculty who serve as leaders in Holocaust education in their schools, their colleges, their communities, and their professional organizations. Beginning in 2009, up to 15 educators in grades 7 through 12 and community college faculty will be designated as Museum Teacher Fellows. These educators must show evidence of extensive knowledge of Holocaust history, successful teaching experience, and participation in community and professional organizations. They will participate in a five-day, all-expense paid summer institute at the United States Holocaust Memorial Museum in Washington, DC designed to immerse participants in advanced historical and pedagogical issues. Following the summer institute, Fellows are expected to create and implement an outreach project in their schools, colleges, communities, or professional organizations. In July of the following year, Fellows will attend a follow-up program at the Museum to assess their various efforts and to continue their study of the Holocaust with Museum staff and noted speakers.
Sponsoring Organization
United States Holocaust Memorial Museum
Eligibility Requirements
Community college faculty and middle- and high-school history, social studies, foreign language, English, and journalism teachers, as well as librarians and instructional media specialists, are encouraged to apply for Museum Teacher Fellowships. Other content areas will also be considered. It is expected that applicants will have taught the Holocaust for a minimum of five years. Applicants must teach in United States schools.
Application Deadline
Award Amount
Participation in a five-day, all-expense paid summer institute at the United States Holocaust Memorial Museum in Washington, DC.
At this workshop, teachers may test curriculum produced by Densho, an award-winning leader in the field of oral history, while they gain expertise in working with oral histories in the classroom. The workshop will present innovative lessons that include primary sources drawn from Densho's Digital Archive of interviews, photos, and documents. The workshop will introduce new social studies units for elementary, middle, and high school that are aligned with Washington State Classroom Based Assessments (CBAs).
This 3-week seminar led by James Akerman (The Newberry Library) and Gerald Danzer (Emeritus, The University of Illinois at Chicago) is designed to develop cartographic literacy and encourage effective use of map documents in the classroom through study in the history of cartography. A program of seminars based on recent scholarship in the history of cartography and guided individual research will allow teachers to explore the relevance of map study to their own interests and curricular needs. Workshops will serve as forums for refining and applying the skills necessary to read maps as products of science, artistic creations, storytellers, wayfinding tools, and expressions of power; and as representations of worldviews and local landscapes.
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 Historical Society of Cheshire County's Director of Education, Tom Haynes, will be available to work with any educator between 4:00 and 8:00 p.m. who is seeking to use local history in their classroom.
This is the third of a three-part conference designed to advocate for increased and improved history instruction, K12. It will include lectures or presentations; analysis of a real or hypothetical teaching situation; review of student work; group discussion or group work; in-depth reading on a specific topic; preparation of a paper, report, or research project; and leadership development