This workshop guides educators through a curriculum planning process—pre-, during, and post-visit—designed to maximize interdisciplinary learning experiences for students using the art museum/gallery field trip as a resource. Participants will discuss and develop effective motivational- and critical-thinking teaching techniques to prepare students for a unique learning experience with original works of art. The program seeks to provide a useful framework for designing interdisciplinary art lessons linked to viewing original works of art in a gallery/museum setting.

Google Earth lets users see the world around them in brand new ways. Users can travel to the Great Pyramids, analyze live earthquake data, compare before and after images of deforestation, or integrate literature and social studies. But how best can educators use it to improve learning? In this workshop, participants will spend the day learning how to use the Google Earth interface, exploring its capabilities, adapting existing Google Earth tours, and creating a few of their own.

The Florida Holocaust Museum hosts an evening for teachers, with special guest speakers, tours, and educational materials.

For Native people, identity—who you are, how you dress, what you think, and how you see yourself in the world—has been shaped by many factors. This workshop reveals Native people in the 21st century whose stories reflect the deliberate and often difficult choices made to save languages from extinction, preserve cultural integrity, and keep traditional arts.

This professional development opportunity will bring Texas teachers together with leading scholars to explore important constitutional issues in our nation's history. The program offers teachers the opportunity to work with leading scholars of U.S. history, political science, and law and share strategies for teaching with primary sources.

Participants celebrate Women's History Month at the National Museum of Women in the Arts by discovering ways its collection can be a resource for integrating the arts—and women artists—into the classroom. Through interactive gallery discussions and activities, participants will explore techniques for discussing and interpreting art with their students.

This seminar focuses on North Carolina's rich textile heritage as told through the stories, songs, and images of the people who worked in the mills. Using the backdrop of the Louis Hine's National Child Labor Committee Photography, Gaston County, 1908, "Standing on a Box," seminar participants will explore the experiences of mill workers in communities across North Carolina with particular attention to the life and work of families and children. In addition, participants will learn about notable individuals in the North Carolina textile story, such as union songstress and mill worker Ella May Wiggins, who was murdered for her organizing efforts during the Gastonia mill strike of 1929.

This multi-date residential institute introduces teachers to the intertwined issues of genocide and human rights. In the late spring participants will be sent a series of extensive text, article, and resource readings. Participants will begin the residential sessions by defining the terms and learning about the philosophical and historical antecedents and common characteristics of genocides and human rights violations. The seminar will then turn toward exploring the historical, political, sociological/anthropological, and contemporary dimensions of genocide and human rights by focusing on the causes, courses, and consequences of the events. The case studies include: Armenia, the Holocaust, Ukrainian famine-genocide, Cambodian, Cyprus, El Salvador, Iraq, Bosnia, Rwanda, and Sudan genocidal episodes. Other examples that will be integrated and considered include the Irish famine, the indigenous peoples of the Americas, and the current status of human rights throughout the world.

The institute will also include a series of sessions on how to approach these subjects in the classroom, from the elementary to the high school level. Significant attention will be devoted to the complex methodological issues underlying the presentation of genocide in the classroom including the selection of teaching materials (secondary readings, primary sources, and documentary and entertainment films). Then participants will undertake the sharing of lesson plans developed as a part of the institute's program before concluding with a series of final sessions and considerations on the future prevention of genocide and an activist engagement with the subject.

As an ongoing part of the Institute and its mission, past participants and faculty will continue to function as a cohort after the institute is over by sharing completed lesson plans, developing additional curricular materials, and undertaking educational and public outreach programming.