From the Gilder Lehrman Institute of American History website:

"This seminar will proceed from two premises: 1) that the Revolution had many meanings to its diverse participants; and 2) that its causes, dynamics, and outcomes, have been interpreted and reinterpreted, ever since. Therefore, we will read secondary works of various historians who have disagreed sharply on how to interpret the American Revolution; and we will examine a variety of primary documents through which we can better understand how people at the time understood what they were fighting for and what outcomes they hoped to enjoy. 'Who shall write the history of the American Revolution?' wrote John Adams to Thomas Jefferson (in 1815). 'Nobody,' Jefferson replied, 'except merely its external facts . . . The life and soul of its history must be forever unknown.' Almost two centuries later, let's discover the answers to that question for ourselves."

From the Gilder Lehrman Institute of American History website:

"Professor Gordon Wood investigates George Washington's contributions to the creation of the American republic. The bicentennial of Washington's death in 1999 sparked a reassessment of this extraordinary man and his times. He was commander in chief of the Revolutionary army, a leader in the formation of the Constitution of 1787, and the first president of the new United States. Despite these great accomplishments, he remains strangely distant and inaccessible to us in the early twenty-first century. This brief but intensive course helps explain the sources and meaning of Washington's greatness."

From the Facing History and Ourselves website:

"Please join us as we explore the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as 'the most severe test of the Constitution since the Civil War.'

These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that we make about ourselves and others. In this workshop, we will consider ways to engage students in the issues raised by this history and its civic implications for their lives today.

Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature."

The National History Education Clearinghouse presents its own workshop at the annual meeting of the American Historical Association. Topics covered will include a Clearinghouse demonstration by NHEC outreach coordinator Teresa DeFlitch; "Teaching the 'New' Military History with Social History: New Subjects, New Techniques"; "Teaching about Immigration to Immigrants, Children of Immigrants, and Non-immigrants"; "History, Education, and Public Policy: California, 1998-2011"; "Talking about Text: Engaging Students in Historical Analysis"; and "Resources to Teach about Immigration from a West Coast Perspective."

From the Corcoran website:

"Deepen your understanding of the purpose and intent of interpretive labels through the four ways they may be used in teaching: identification, idea and concept generation, information gathering, and visual focus. This workshop employs label writing exercises using original artworks to sharpen observation skills and develop analytical writing skills adaptable to any grade level."

From the National Humanities Center website:

"Alexander Hamilton and Thomas Jefferson offered distinct visions for the nation they were founding—one urban and industrial, the other rural and agrarian. In twenty-first-century America, a nation of cities and commerce, it is easy to think Hamilton won. But did he? How did the two visions clash in eighteenth-century America? What were their origins, and what have they meant for the United States? This seminar is a collaboration between the National Humanities Center and public television's historical documentary film series American Experience. Participants will view the American Experience film Alexander Hamilton and explore how to use it in the classroom."

From the National Humanities Center website:

"Reflecting on the Civil War in 1892, Walt Whitman concluded, 'The real war will never get in the books.' But Whitman did try to bring the real war into his poems. An anti-slavery Democrat, who dressed the wounds of both Northern and Southern soldiers, Whitman wrote poems that describe the circumstances of war—from the exuberant optimism of 1861 to the blood-soaked exhaustion of 1865. How did he interpret the slaughter and sacrifice of the Civil War? How can we bring students to the 'the real war' through his poems? This seminar is a collaboration between the National Humanities Center and public television's historical documentary film series American Experience. Participants will view the American Experience film Walt Whitman and explore how to use it in the classroom."

From the National Humanities Center website:

"The Farm Security Administration (FSA) was a New Deal agency founded to combat rural poverty. While it spent millions of dollars between 1935 and 1946 to improve the lives of poor farmers, it is remembered today for its documentary photography program. The photographs of rural America taken by FSA photographers in the 1930s have assumed iconic status and have come to define the look of the Great Depression. What can they teach about America in the 1930s? What can they tell us about the truth of documentary photography? How can we read them as images?"

From the National Humanities Center website:

"The United States marked its 100th anniversary in 1876 with the Centennial Exhibition in Philadelphia, a birthday party that celebrated mechanical progress. But in late nineteenth-century America, progress did not simply mean generating more horsepower. It meant cleaning up cities, reforming government, improving the efficiency of workers, and professionalizing endeavors like playing baseball and studying history. The idea of progress reached into every corner of American life. How did Americans define progress at that time? How did progress manifest itself? And how did it shape America?"

From the National Humanities Center website:

"When we teach Reconstruction, we typically focus on the struggle to reunite the North and the South. But what of the West? What role did it play in national reunification? The late nineteenth century was the zenith of westward expansion. Western images dominated American culture. What did the wide-open spaces of the West represent to the Americans who were crowding into the cities of the Northeast? What did they represent to the ex-Confederates who resented the imposition of federal power in the South? How did the West shape the nation that emerged from the Civil War?"