From Alabama Humanities:

This six-day, interdisciplinary teachers' institute will explore African Americans' attempts to achieve full equality in Alabama and neighboring Southern states. Resident scholars will assist participants in determining, assessing, and articulating the continued importance of past human and civil rights successes in Alabama—and elsewhere in the South.

From the Harry S. Truman Library and Museum:

The Harry S. Truman Library and Museum will be offering a summer course for teachers in July. Presenters will examine the 60th anniversary of the Korean War and discuss its legacy. Teachers will have the opportunity to hear scholars from around the nation and discuss the latest research on topics such as the Vietnam War, the Iran hostage crisis, the end of the Cold War, and present-day conflicts in Iraq and Afghanistan. Educators will also create lesson plans and teaching materials based on the presentations.

Speakers include Adrian Lewis, University of Kansas; representatives from nine presidential libraries; Paul Edwards from the Center for the Study of the Korean War; military historians; and currently serving military officers from Fort Leavenworth.

Teachers will have access to numerous primary sources from the Truman Archives during the week-long conference and will be encouraged to share their ideas during the conference.

From the Foundation for Teaching Economics website:

"These widely acclaimed, cross-curricular programs help teachers incorporate economic reasoning into their high school American history courses. Program instructors provide economic explanations of pivotal historical events.

Participants learn interactive teaching strategies that incorporate the actual circumstances of historical periods of study. With EFIAH lesson plans, teachers can help their students learn by re-living history rather than just reading or hearing about it. A 'must take' course for any teacher of American history."

From EdTechTeacher:

The 8th-annual Teaching History With Technology Workshop is an intensive three-day hands-on opportunity for history and social studies educators to explore practical ways to use technology to enrich the history curriculum and engage students. The workshop explores innovative ideas, effective techniques, and ready-made plans for incorporating Web-based resources, desktop software packages and new and emerging technologies into classroom instruction of history. The workshop provides numerous examples of the best history-related web sites, describes practical methods and techniques for using technology in the history and social studies classroom, and includes opportunities for targeted web exploration after each "mini" lesson. Examples highlight both inquiry-based and research-oriented technology applications in World History, World Cultures, United States History, and Civics for middle school, high school, and college. The workshop emphasizes innovative ideas and exciting projects for incorporating Web 2.0 tools including wikis, blogs, podcasts, online social networks, and other emerging technologies into the classroom.

From the Ashbrook Center website:

"To reflect on the life of Frederick Douglass is to be reminded of the famous self-description attributed to his great contemporary, Mark Twain: 'I am not an American; I am the American.' A classic self-made man, Douglass, like his country, rose from a low beginning to a great height; he gained freedom by his own virtue and against great odds in a revolutionary struggle; and he matured into an internationally renowned apostle of universal liberty. In this course, we consider Douglass' telling of his own story, taking as primary texts his three autobiographies: Narrative of the Life of Frederick Douglass (1845), My Bondage and My Freedom (1855), and Life and Times of Frederick Douglass (1881; 1892). We will find in these texts not only the annals of an unforgettable life but also Douglass' reflections on enduring issues in American political thought such as the nature and specific evil of slavery, the nature and grounds of human rights and freedom, and the meaning and mission of the American Republic."

From the Ashbrook Center website:

"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."

From the Ashbrook Center website:

"This course will examine military aspects of the war, as well as political developments during it, including the political history of the Emancipation Proclamation, the Gettysburg Address, and the Second Inaugural. The course also examines the post-war Amendments and the Reconstruction era."

From the Ashbrook Center website:

"This course focuses on three topics: political developments in North America and the British empire and the arguments for and against independence, culminating in the Declaration of Independence; the Revolutionary War as a military, social, and cultural event in the development of the American nation and state; and the United States under the Articles of Confederation."

From the North Carolina Museum of History website:

"From the battlefield to the home front, this program will provide you with the resources to incorporate the history of the Civil War in North Carolina into your curriculum. Probe Civil War resources and develop applications for the classroom."