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.

During this workshop, participants will consider three major topics. First, they will examine Dickinson the writer. Emily Dickinson is now considered one of the greatest poets in the English language, yet her work was not known outside of a small circle of family and friends until after her death. Because Dickinson herself gave few explicit clues about her attitude toward publication, scholars debate reasons that she did not share her poetry with a wider audience. Ongoing discussion about the authenticity of Dickinson's manuscripts versus the printed poems, which were edited by others, lies at the heart of that debate. Second, they will consider Dickinson, a woman in 19th-century America. Because Dickinson's poems resonate in style and content with the 21st-century reader, her work is often described as "ahead of its time." Critics are often tempted to read her work out of its historical context, to focus on its universal connections to the exclusion of its 19th-century origins. Yet, as recent scholarship asserts, Dickinson's poetry is inseparable from the times in which it was written. Several new essay collections about the poet are devoted to questions of Dickinson's experience of the Civil War, her political opinions, her response to religious movements, and her interest in and connections to her literary contemporaries. Finally, participants will consdier Dickinson, resident of rural New England. Dickinson ended a poem with "I see New Englandly." Dickinson's ancestors settled in western New England in the 1600s. Her world was defined by its character and landscape, and the imagery and diction of her poetry reveal her deep connections to place. This aspect of Dickinson's poetry has long attracted the attention of readers and scholars, yet it has sometimes limited their appreciation for her artistic achievements, marking her as a quaint New England poetess. By modeling different approaches to inquiry-based and object-based learning, the workshop will equip educators with new pedagogical tools and will help them address national standards in English and social studies. They will explore their own interests in Dickinson's life and work through a series of meetings with mentor teachers that will culminate in an outline for a new or revised curriculum unit or a plan for new classroom resources.

During this workshop, participants will consider three major topics. First, they will examine Dickinson the writer. Emily Dickinson is now considered one of the greatest poets in the English language, yet her work was not known outside of a small circle of family and friends until after her death. Because Dickinson herself gave few explicit clues about her attitude toward publication, scholars debate reasons that she did not share her poetry with a wider audience. Ongoing discussion about the authenticity of Dickinson's manuscripts versus the printed poems, which were edited by others, lies at the heart of that debate. Second, they will consider Dickinson, a woman in 19th-century America. Because Dickinson's poems resonate in style and content with the 21st-century reader, her work is often described as "ahead of its time." Critics are often tempted to read her work out of its historical context, to focus on its universal connections to the exclusion of its 19th-century origins. Yet, as recent scholarship asserts, Dickinson's poetry is inseparable from the times in which it was written. Several new essay collections about the poet are devoted to questions of Dickinson's experience of the Civil War, her political opinions, her response to religious movements, and her interest in and connections to her literary contemporaries. Finally, participants will consdier Dickinson, resident of rural New England. Dickinson ended a poem with "I see New Englandly." Dickinson's ancestors settled in western New England in the 1600s. Her world was defined by its character and landscape, and the imagery and diction of her poetry reveal her deep connections to place. This aspect of Dickinson's poetry has long attracted the attention of readers and scholars, yet it has sometimes limited their appreciation for her artistic achievements, marking her as a quaint New England poetess. By modeling different approaches to inquiry-based and object-based learning, the workshop will equip educators with new pedagogical tools and will help them address national standards in English and social studies. They will explore their own interests in Dickinson's life and work through a series of meetings with mentor teachers that will culminate in an outline for a new or revised curriculum unit or a plan for new classroom resources.

The seminar will explore the separation of powers as it applies to the allocation of responsibility between Congress and the president concerning national security and foreign policy powers. Presidents and legislators have been warring over the question since the earliest days of the republic. The nation's political experience suggests that there are sound arguments to be made on both sides. It also suggests that the issues are unlikely to be finally resolved anytime soon. As participants in this seminar shall see, the debate between President Bush and Congress concerning the war in Iraq is but a modern re-setting of an argument that prompted a spirited exchange on the war powers between James Madison and Alexander Hamilton in 1793. Indeed, it may be argued that there is very little to this debate that was not more or less fully anticipated by those two worthies four years after the Constitution was ratified. Through a series of focused historical readings, the seminar will begin by examining the foundations of the Framers' thought and some of the controversies that exhibit the founding principles at work during the early days of the Republic. Participants will go on from there to examine selected executive-congressional debates as they arose during later military conflicts, especially the Civil War, World War II, the Vietnam War, and the current conflict in the Mideast. The seminar will meet formally for three 90-minute sessions on four days of each week. Each of these sessions will be devoted to a particular set of readings and each of the participants will have a one-on-one session with Professor Uhlmann to discuss the best ways in which the lessons of the seminar might be converted to his or her particular classroom environment. Because the seminar takes place in Washington and devotes a great deal of time to the Founders' thoughts, it would be remiss if it did not take advantage of the knowledge of Pamela Scott, a noted Washington architectural historian, who will share ways in which the art and architecture of Washington reflects the principles of the American regime. The greater part of one day during each week, she will lead specially arranged tours, including Mount Vernon.

This seminar will have daily discussion at the Library Company of Philadelphia, which was founded by Benjamin Franklin, and where participants will have hands-on access to writings and images of this tumultuous era. Daily meetings will look at the ups and downs of fighting a long war for American independence, and then relate these experiences to the wider Atlantic world of revolutionary contagion. Participants will visit some of the historical places Philadelphians would have known more than 200 years ago, many of which are within blocks of the Library Company.

What do an English historian, an Italian wine merchant, an anti-slavery advocate, and the Father of the Constitution have in common? Each of these individuals—Catherine Sawbridge Macaulay Graham, Philip Mazzei, Francis Asbury, and James Madison—paid one or more visits during the years 1783–1789 to the retired leader of the American Revolutionary forces, George Washington, at his Virginia waterfront plantation, Mount Vernon. Perhaps these guests marveled at the brilliant colors of the mansion's main dining room. They might have strolled around the grounds and seen the slaves performing the multitude of tasks necessary to make the plantation flourish. It's likely that the visitors sat on the east-facing piazza and watched the ships sail up and down the Potomac River. Finally, and most significantly, these visitors—and others like them—participated in dialogues and discussions at Mount Vernon which resulted in the creation of the American constitutional system. The Landmarks of American History and Culture Workshop, "Shaping the Constitution: A View from Mount Vernon 1783–89," funded by the National Endowment for the Humanities We the People initiative, is an opportunity for educators (and ultimately their students) to gain a better understanding of Mount Vernon as a crossroads for the discussion of ideas that led to the Constitution. In brief, the workshop offers academic content about Mount Vernon, George Washington, and the Constitution; the opportunity to engage in scholarly discourse with leading academics; a stipend to help cover housing and meal costs; a transportation allowance; networking with other social studies teachers from around the nation; and ongoing professional development opportunities and the opportunity to earn graduate credit.

From the Minnesota Historical Society website:

"Calling all 'Northern Lights' Teachers! You won't want to miss the biggest workshop of the year. More than 100 'Northern Lights' educators will all be in the same place, learning engaging strategies, discovering new content, and connecting with each other. You'll have your pick of lively breakouts led by Minnesota history content experts and fellow 'Northern Lights' teachers. Past attendees reported that they enjoyed the mix of scholarly and practical sessions, and would be able to use what they learned right away. Attendees will tour the latest exhibits."

The transition to an industrial economy posed many problems for the United States. This course examines those problems and the responses to them that came to be known as progressivism. The course includes the study of World War I as a manifestation of progressive principles. The course emphasizes the political thought of Theodore Roosevelt, Woodrow Wilson, and their political expression of progressive principles.

The transition to an industrial economy posed many problems for the United States. This course examines those problems and the responses to them that came to be known as progressivism. The course includes the study of World War I as a manifestation of progressive principles. The course emphasizes the political thought of Theodore Roosevelt, Woodrow Wilson, and their political expression of progressive principles.

The America's Industrial Revolution workshop at the Henry Ford will draw together K–12 educators with leading humanities scholars and museum staff for unique enrichment exercises centered on the impact of industrialization. The workshop is designed to encourage participant curiosity and deepen knowledge on the subject, engage participants with innovative methods of transmitting enthusiasm and content to students, and empower participants to use cultural resources to enliven the teaching and learning of history. Participants will explore the diverse ways that Americans experienced social change between the 1760s and the 1920s through lecture/discussions and by visiting with museum curators at 12 of the 80 historic sites interpreted in Greenfield Village, including Thomas Edison's Menlo Park Laboratory, Hermitage Plantation Slave Quarters, 1760s Daggett Farm, 1880s Firestone Farm, a railroad roundhouse, and a 19th-century grist mill. In addition, time is set aside each day for exploration of archival sources in the Benson Ford Research Center and to work on individual lesson plans for implementation back home. The week's activities will culminate with a visit to a related National Historic Landmark, the Ford Motor Company's Rouge Industrial Complex.