From the Alabama History Education Initiative flyer:

"In the first year, [the Alabama Department of Archives and History] will assemble a committee of twenty master teachers from around the state to develop new curriculum packages. The committee members will receive travel and per diem at the rate set for reimbursement by the state of Alabama for its employees. Also, the committee members will receive a laptop computer upon completion of the project. The committee will meet June 22-26, 2009 at the Alabama Department of Archives and History in Montgomery beginning with a day of immersive classes in Alabama history taught by leading scholars in the field. With data and cooperation from the State Department of Education, a university faculty consultant will lead a review of the State Course of Study, state testing requirements, and existing test performance data to identify the areas of greatest need. Key data sets will include scores from the 2008 administration of the Alabama High School Graduation Exam and student assessments developed as part of several Teaching American History (TAH) grants that are currently underway in the state.

The committee will then begin a collaborative process of designing approximately fifty curricular units based on primary sources identified by ADAH education and archival staff. Units will include reproductions of primary
sources, suggested instructional strategies, correlations to the Alabama Course of Study: Social Studies and National Standards for History, student-oriented learning activities, and assessment tools. Two university faculty
reviewers will evaluate the units, verify their correct alignment to standards, and make suggestions for improvement. Committee members will conduct trial implementations of the units in their own classrooms, noting
areas that merit revision during the second year of development.

The second year of the project will replicate the first, with a new class of twenty teachers receiving orientation and developing another fifty curriculum units. In addition, the first year’s committee members will begin providing multiple professional development sessions in each of the state’s in-service centers, a process that will put the committee-developed resources in the hands of as many as one thousand classroom teachers across the state. The university consultant, reviewers, and ADAH education staff will make site visits to classrooms in order to observe the use of the curricular materials and evaluate their effectiveness. University faculty will also begin incorporating the curricular materials in pre-teacher training. ADAH will post the curricular resources on its Web site and distribute them upon request on compact disc, making it possible for every history teacher in the state to reproduce the materials and implement them in the classroom."

From the Center for Digital Storytelling website:

"The three-day Educator Workshop is designed specifically for K-12 classroom teachers. First, each participant develops a digital story not more than 150 words in length. The creation of these shorter pieces provides hands on experience with the entire digital storytelling process, including a story circle, script writing and recording, and the production process, using digital technology.

As they finish their digital stories, participants move into the second component of the workshop in which they touch on implementation issues. Strategies for managing the creation of digital stories in the classrooms are presented, and opportunities for participants to practice their technology teaching skills are offered.

Each participant receives a DVD set of K-12 digital storytelling teaching resources, including software tutorial guides and diagrams to support the operation of commonly used digital storytelling hardware."

From the Center for Digital Storytelling website:

"The three-day Educator Workshop is designed specifically for K-12 classroom teachers. First, each participant develops a digital story not more than 150 words in length. The creation of these shorter pieces provides hands on experience with the entire digital storytelling process, including a story circle, script writing and recording, and the production process, using digital technology.

As they finish their digital stories, participants move into the second component of the workshop in which they touch on implementation issues. Strategies for managing the creation of digital stories in the classrooms are presented, and opportunities for participants to practice their technology teaching skills are offered.

Each participant receives a DVD set of K-12 digital storytelling teaching resources, including software tutorial guides and diagrams to support the operation of commonly used digital storytelling hardware."

From the Virginia Center for Digital History flyer:

"The Digital Storytelling Workshop for Educators is designed specifically for K-12 Classroom teachers. The workshop has two components. First, educators develop their own short digital story based on first-person personal narrative. We take participants through group story development, teach them the basics of image and video editing tools and assist them in completing their digital story. Teachers will then move into the second component of the workshop in which they will be introduced to strategies for managing the creation of digital stories in their classrooms and given the opportunity to practice their technology teaching skills."

This institute will examine several key roles of the presidency including chief executive, chief diplomat, manager of the economy, and national leader. It will first look back at President Kennedy's approach to these roles and then explore how President Obama is approaching them to meet today's challenges.

This seminar will focus on the factors that both pushed and pulled African Americans from the South after the Civil War. It will analyze the images of the North that prevailed among Southern blacks, the forces that shaped those images, and the prominent themes that the Great Migration brought to African American literature. How were the realities African Americans encountered in "the Promised Land" of the North comparable to experiences they had undergone in the South? What roles did individuals, agencies, family, and business play in the movement north? And how does an examination of westward migration and migration from rural to urban areas within the South broaden understandings of the Great Migration?

Led by distinguished scholars, each seminar will consist of three sessions. The first two, featuring lecture and discussion, will focus on the close analysis of images and primary documents. The third will concentrate on the integration of seminar ideas and material into lesson plans using the Center's Seminar-to-Classroom Guide.

On September 26, 2009, the Smithsonian Institution has invited hundreds of museum and cultural venues to participate in Museum Day 2009. Register for free to receive a pass on the website, and present it at one of the participating organizations (search for those near you on the site) for free admission.

From the Facing History and Ourselves website:

"Facing History and Ourselves' newest online seminar, 'Choices in Little Rock,' is a rich and engaging exploration of the 1957 desegregation of Central High School in Little Rock, Arkansas. The seminar traces the legal and personal struggles of African Americans from Jim Crow America through the landmark supreme court decision on Brown v. Board of Education, and ultimately, to the courageous actions of nine young men and women determined to make desegregation a reality. Their efforts would lead to a crisis that historian Taylor Branch once described as 'the most severe test of the Constitution since the Civil War.'

This online seminar takes place over seven weeks. Each week, participants will engage in a variety of activities that will include reading materials, viewing video clips, creating journal entries, and participating in online facilitated discussion forums. Participants are expected to complete approximately four hours of work each week at their own pace.

Each participant will receive a copy of our teaching guide, Choices in Little Rock, as well as some additional resources, prior to the start of the seminar."

From the Facing History and Ourselves website:

"Using Facing History's principal resource book, Holocaust and Human Behavior, as well as video, primary sources, and presentations by survivors and leading scholars of the Holocaust, participants will experience a rigorous encounter with this powerful history. During the Seminar, a wide range of innovative teaching strategies are used to help teachers confront the Holocaust. At the conclusion of the Seminar, participants leave with a thorough grounding on how to incorporate these teaching tools into their classrooms in ways that will help students connect the history of the Holocaust to the ethical choices they face today."