Designed for elementary 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.

This weeklong seminar will bring together a distinguished team of humanities scholars who will provide an interdisciplinary exploration of Zora Neale Hurston's life and work. Participants will examine Hurston's accomplishments within the context of the historical and cultural development of the Eatonville community. They will grapple with compelling questions about how this unique black enclave fueled Hurston's appreciation of folk culture, inspired her literary works, created her racial identity, and formed her sometimes controversial views on race.

From the North Carolina Museum of History website:

"The stock market rises and falls. A shaky economy means job losses, business closings, changed lives. Is it 1929 or 2009? Lessons from the past can help us cope with hard times today. How do government and businesses stimulate growth? How do people reshape their lives as they hope for returning prosperity? Topics include work, social programs, home life, food, entertainment, and recreation.

Join fellow educators for an engaging four-day program in Raleigh as we explore the Great Depression and the New Deal, the effect on North Carolina, and its comparison to the economic crisis of today. Take a variety of resources, including primary source material from this relevant period, back to your classroom. Interact with speakers, participate in discussions, and try new hands-on activities."

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."

This annual residential seminar takes on a different theme each year. The chosen theme will complement the basic concept of the symposium, which is to learn about the cultural landscapes of the Northern Neck. The symposium will feature lectures, site visits, and tours.

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From the Minnesota Historical Society website:

"Minnesota's Greatest Generation—the people who grew up during the Great Depression, came of age during WWII, and participated in the post-war boom—created a lasting legacy that has shaped all of us who have come after. This workshop will introduce teachers to the MGG website content and lessons, allow teachers to see the new MGG museum exhibit, and will give teachers the opportunity to learn from experts on the history of this era. If you teach 20th century Minnesota or United States history, this is the workshop for you!"