DC Public and Public Charter School Teachers are invited to participate in a five-day learning adventure that will immerse participants in the Civil War history of Washington and the country. By preparing and performing historical speeches, interpreting letters, and "reading" artifacts, images, and places, they will develop teaching techniques that strengthen reading comprehension and critical thinking skills.
Over the course of five mornings, participants will travel to three historic sites in some of Washington's most historic neighborhoods. In the afternoons, they will participate in interpretations of important speeches and letters, and learn tools that lead to rigorous visual and experiential learning. Teachers who attend the seminar also receive free school-year field trips for their students.
Participants who complete the program are eligible to receive free in-class visits from a teaching artist to support implementation of their Civil War Washington learning; a free performance of a History Play at Ford's Theatre; the opportunity to bring students to a History on Foot experience for free; special teacher preview tickets to Ford's Theatre performances and early opportunities to book seats for their students; and special teacher preparation for the Frederick Douglass Oratorical Competition.
There is virtually no area of study that cannot shed light on the textile culture of North Carolina. Literature, music, science, economics, history, sociology, religion, and art help define and explain the rich history and changing culture of North Carolina textiles. Beginning in the 1880s, the textile industry built the "new south." Today, changes in this industry are helping to create another "new south." In this interdisciplinary seminar, participants will explore not only textile history but will also think about the role and importance of textiles. What the “product” was/is, how it is made and by whom, and where it is made have implications for the rapidly changing nature of textiles in North Carolina and the South.
Free; a $350 stipend is provided for completion of the seminar.
Course Credit
Certificates are provided for credit renewal (CEUs) through teachers' individual school districts. Optional graduate credit is available for the week-long seminar.
This weeklong seminar will bring together a distinguished team of humanities scholars who will provide an interdisciplinary exploration of Zora Neale Hurston's life and work. Participants will examine Hurston's accomplishments within the context of the historical and cultural development of the Eatonville community. They will grapple with compelling questions about how this unique black enclave fueled Hurston's appreciation of folk culture, inspired her literary works, created her racial identity, and formed her sometimes controversial views on race.
Through the Institute, teachers begin an investigation of the history of the Holocaust, the systematic, planned annihilation of European Jews and other groups by Nazi Germany from 19331945. Participants will also broaden their depth of knowledge about current genocides and continued episodes of man's inhumanity to man during the 20th and 21st centuries. The institute includes a wide range of age-appropriate resources and strategies being modeled through exploration of the best practices in an integrated teaching model. Educators will be equipped to return to their classrooms with the knowledge and pedagogical resources to teach in a manner that leads to an investigation of the ramifications of prejudice, racism, and stereotyping. Educators will examine what it means to be a responsible and respectful person for the purpose of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.
This workshop will consider the myths and realities of four themes central to the figure of Abraham Lincoln. First, participants will examine Lincoln and American Nationalism. To more fully understand this theme, they will examine how historians have portrayed Lincoln over time. A starting point for this examination will be reading from primary sources including Lincoln's Message to Congress in Special Session (July 4, 1861), followed by selected sections from secondary sources: James McPherson's Abraham Lincoln and the Second American Revolution, and Barry Schwartz's Lincoln at the Millennium. Central to this examination is the question of how Lincoln used history, especially the American Revolution and the Founding Fathers, to develop his rhetorical defense of the Union and justification for action. Second, participants will consider Lincoln and power. The examination of this theme centers on the dilemma of how to fight a civil war and preserve civil liberties. Lincoln scholars will provide participants with opportunities to discuss how Lincoln attempted to preserve the Union without sacrificing the Constitution. The investigation begins with required reading of selections from David Donald's Lincoln and David Potter's Jefferson Davis and the Political Factors in Confederate Defeat. Participants will probe critical issues such as suspension of habeas corpus, censorship of the press, and declaration of martial law through reading Lincoln's Second Inaugural Address. Third, participants will consider Lincoln and freedom. It has been argued that Lincoln changed the meaning of the Constitution. Participants will investigate this theme by first reading the Gettysburg Address and selected letters in which Lincoln describes his vision of equality. Then, they will analyze selections from Garry Wills's 1992 The Words that Remade America, which suggests that the change went beyond the relationship between the federal government and the states to the relationship between the federal government and the individual. How might Lincoln's words, "a new birth of freedom" suggest change in the vision of equality? Finally, participants will consider Lincoln and race. They will examine the Emancipation Proclamation and the complex issue of race in America. Readings for this theme draw on selections from the Lincoln-Douglas debates, the Emancipation Proclamation and selected Lincoln letters, and readings from Lerone Bennet's Was Abe Lincoln a White Supremacist? and Philip Shaw Paludan's Emancipating the Republic: Lincoln and the Means and Ends of Antislavery. Much of Lincoln's position of honor in American history rests upon his action to free the slaves. Yet, some view the proclamation as an empty gesture or even a conservative attempt to forestall more radical action. These discussions will provide participants with an opportunity to explore the evolution of Lincoln's attitude toward emancipation that culminated in his support for the 13th Amendment.
Participants who might want graduate credit (History or Education) will be provided with an SIUE graduate tuition waiver for up to three units of graduate course credit for this workshop. University fees will still apply. To receive course credit and a grade, an additional series of three lesson plans will be required to be submitted to the project director, following workshop participation. Registration for this tuition waiver will be processed on campus during the workshop.
The theme of this conference is "Practices of Citizenship, Sustainability, and Belonging." The program committee seeks panels and individual papers that, in examining past and present practices of citizenship, sustainability, and belonging, will also further the ASA's commitment to forging an inclusive community of participants from the arts, policy makers, journalists, community organizers and activists, K-16 educators, and international scholars.
The purpose of this award is to honor a current elementary or secondary teacher who conveys to his/her students an appreciation of diverse cultures, and infuses a global awareness via the instructional process throughout the school year.
Sponsoring Organization
ProQuest Information and Learning; Florida Council for the Social Studies
Eligibility Requirements
Must be a current elementary or secondary teacher.
Application Deadline
Award Amount
"$500 cash prize, plus $500 in media center materials."
From the Florida Council for the Social Studies website:
"This award recognizes and celebrates the enthusiasm beginning teachers bring to the social studies profession. Educators who have taught for three (3) years or less may be nominated for this award."
Sponsoring Organization
Florida Council for the Social Studies; Holt McDougal
Eligibility Requirements
"An applicant must currently be teaching social studies if an elementary teacher, or teaching social studies for the majority of the day if a 6-12 teacher. He/she can have no more than three years experience in the classroom at the time of application."
Application Deadline
Award Amount
"First Place Award: $250 Cash award for professional development, $250 stipend to support attendance at the FCSS Annual Conference, FCSS membership for one year, publication of lesson plan in the FCSS E-Newsletter. Runner's Up Award: $100 Cash award for professional development, FCSS membership for one year."
Participants in this workshop will spend two days in the historic village of Plymouth Notch, Vermont, boyhood community of President Calvin Coolidge, exploring civic life and responsibilities through primary sources.