Designed for middle/high school social studies teachers who teach United States history and government, this intensive week-long workshop will immerse participants in early American history "on location" in Williamsburg, the restored capital city of 18th-century Virginia, and nearby Jamestown and Yorktown. 25 teachers and a returning mentor teacher will be selected for each session. Participants will be involved in an interdisciplinary approach to teaching social studies with colonial American history as the focus. Teachers will have the opportunity to exchange ideas with noted historians, meet character interpreters, and take part in reenactments of 18th-century events. They will review various interactive teaching techniques with a mentor teacher and with each other. Instructional materials in a variety of media will be provided to participants to use in their classrooms. Together with Colonial Williamsburg staff, teachers will prepare new instructional materials for use in their own classrooms.

From the Continuing Education Options website:

"The Twin Cities is blessed by having various outstanding organizations and institutions willing to share their facilities, information and talents with the community. While participating in this class you will visit a number of organizations throughout the area and have an opportunity to meet with education directors and be given extensive tours of their facilities. You will visit The Hubbard Broadcasting Company (KSTP TV and radio) and the Star Tribune. You will tour the various facilities of MNDOT and see the communication and technology systems that are involved in monitoring and maintaining our roadways. On the U of M campus you will tour the Bell Museum of Natural History where children and adults can explore wolves, loons, moose and other Minnesota wildlife. We will also visit the Weisman Art Institute. In St. Paul you will be given a tour of the State Capitol and see government come alive. Finally, the past will be tied with the present when you visit historic Fort Snelling, which was once a symbol of American ambition in the wilderness."

In the 1920s, changes in America that had been underway for several decades came fully into view. This is the period when cultural wars first appeared (e.g., the Scopes Trial) and the transformative effects of industrial capitalism touched every part of American life. In the 1930s, an economic crisis challenged received views of the proper relationship of the government to the economy. The course examines various political and economic changes that occurred in this period, with a special emphasis on the New Deal.

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.

The workshop investigates the interaction between Europeans and Native Americans in the struggle to control North America, both during the colonial era and the early years of American independence. Participants will study early French contact with the Iroquois Great League of Peace, warfare between France and Great Britain and the Iroquois caught in the middle, Patriot struggles against Loyalists and Indians during the American Revolution, and key battles fought at the Fort during the War of 1812, which resulted in the eventual dispossession of the Iroquois after that conflict.

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.

In this institute, educators will join colleagues from across the country for a unique opportunity to collaborate with art experts and leading technology professionals. Through gallery talks, lectures, discussion groups, and hands-on activities, they will study the social context of American art. As part of an interdisciplinary team, they will share models for integrating art across the curriculum using technology, such as podcasting and blogs.

The institute is open to educator teams of two to three members, each representing a different subject area (i.e., language arts, social studies, science, math, etc.), from the same school or district. Each team member must be a full-time educator working in grades 4–12 in a public, private, or parochial school.

The Center for the Constitution at James Madison's Montpelier will host the Washington, DC We the People Summer Seminar for middle and high school teachers. The seminar will begin with lectures, discussions, and group activities and conclude with a simulated congressional hearing. Teachers will receive a full classroom set of We the People textbooks.

The Center for the Constitution at James Madison's Montpelier will host the Maryland We the People Summer Seminar for middle and high school teachers. The seminar will begin with lectures, discussions, and group activities and conclude with a simulated congressional hearing. Teachers will receive a full classroom set of We the People textbooks.

The Center for the Constitution at James Madison's Montpelier will host the Virginia We the People Summer Seminar for middle and high school teachers. The seminar will begin with lectures, discussions, and group activities and conclude with a simulated congressional hearing. Teachers will receive a full classroom set of We the People textbooks.