Paradise in a Breakfast Bowl

date_published
Teaser

A morning meditation on flakes: Are you what you eat? Do your morals and values help you decide which cereal to eat in the morning?

quiz_instructions

Pre-processed, dry breakfast cereal was largely invented by American "food reformers" who wished to create a food that was convenient, healthy, and tasty, but who also believed that such a food would regenerate mankind. They wished to bring humans back to the original, "natural," spiritual state in which they lived in the Garden of Eden. Try to figure out, for each of the following products, if the inventor was motivated by religious ideas.

Quiz Answer

1. Graham Crackers

Yes. Sylvester Graham (1794-1851) was the most renowned food reformer of the 19th century. He wrote The Philosophy of Sacred History Considered in Relation to Human Aliment and the Wines of Scripture. Graham was known by the nickname of "Doctor Sawdust" because of his promotion of the virtues of bread made with whole-wheat ("Graham") flour. His followers set up "Graham hotels," like small, provisional utopias, where guests following Graham's dietary regimen could board with like-minded progressive reformers.

Russell Thacher Trall (1812-1877) was a water-cure physician who opened the Hygieo-Therapeutic Institute in Manhattan in 1843. Trall was the creator of Graham crackers (made with Sylvester Graham's "Graham flour") sometime in the 1850s.

2. Quaker Oats

No. Business partners Henry D. Seymour and William Heston of Ravenna, Ohio, registered the Quaker Man as a trademark in 1877 (the first trademark registered for a breakfast cereal). They made Quaker Oats, steel-cut oats packaged in 2-pound paper boxes with cooking directions on the outside, an innovation for the time. The name "Quaker Oats" would seem to tie the product to the owners' religious views, but Seymour said he chose it simply because he found an encyclopedia article on Quakers and decided that the qualities described there—integrity, honesty, and purity—were ones he wanted to link to his company's product. Heston credited himself with the name, saying that while walking on the streets of Cincinnati, he had seen a picture of Quaker William Penn, whose clothes and character inspired him to choose the name. Nevertheless, either way, it couldn't have hurt to conjure the figure of a religious Nonconformist, waving a scroll inscribed "Pure," on the package of a breakfast cereal. Potential customers would have associated it with the other Progressive health food items, especially wholegrain breakfast foods, that were being urged by food reformers descended from Protestant Nonconformists and Inner Light advocates.

3. Granola

Yes. Dr. James Caleb Jackson (1811-1895) invented the first dry, whole grain breakfast cereal, which he called "Granula." He took over the "Our Home Hygienic Institute" at Dansville, New York. Jackson did not serve red meat, tea, coffee, alcohol, or tobacco at the spa and emphasized fruits, vegetables, and unprocessed grains.

Ellen Gould White (1827-1915), the Seventh-Day Adventist prophetess, had a vision in 1863 in which the relation of physical health to spiritual health, the body to the spirit, was revealed to her. She set up the Western Health Reform Institute in Battle Creek, as well as other sanitariums. She published the pamphlet, Health, or How to Live. Don't trust the appetite, she said, which has become perverted, or the dietary customs of society. She counseled eating grains, nuts, fruit, and whole-grain flour.

Many Seventh-Day Adventists, including Ellen G. White, were guests at Dr. Jackson's health resort. He argued that controlling the appetite and passions would make the person more spiritual. Granula was a mix of Graham flour and water baked in brick ovens, then broken up into bean-sized bits, and baked again and then broken up into smaller bits. They had to be soaked in order to be soft enough to eat. Jackson created the "Our Home Granula Company" and sold Granula by mail order.

Dr. John Harvey Kellogg (1852-1943) was a follower of Ellen White. He studied medicine in New York City, where he conceived of revolutionizing "the breakfast food idea" after growing weary of preparing his own daily breakfasts of seven graham crackers and an apple. When he opened his Adventist health sanitarium in Battle Creek, Michigan, he found a way to make already-prepared breakfast food for his patients, inventing Granola, which was clearly indebted to Dr. Jackson's Granula.

4. Shredded Wheat

Yes. Henry Drushel Perky (1843-1906) was a dyspeptic who studied and practiced law in Nebraska and was a member of the Nebraska State Senate. He moved to Colorado for his health in 1880, where he was a lawyer for the Union Pacific Railroad, and then a partner in a steel railroad car manufacturing company. He came to believe that, "The evil in man cannot be legislated out of him, but it can be fed out of him," and opened a vegetarian restaurant in Denver. In 1892, he developed "little whole wheat mattresses," Shredded Wheat. He founded the Cereal Machine Company, eventually moving it to Niagara Falls. His mission was to provide food to the human body so that man would revert to his "natural condition."

5. Kellogg's Corn Flakes

Yes. In 1894, in order to "replace the half-cooked, pasty, dyspepsia-producing breakfast mush," John Harvey Kellogg and his younger brother Will Keith Kellogg (1860-1951) developed a method of flaking and toasting cooked wheat kernels, producing a breakfast food cereal they called "Granose." Will then turned to corn, inventing Corn Flakes.

In 1898, they founded the Sanitas Food Company, to sell health food via mail order. In 1906, Will established the Battle Creek Toasted Corn Flakes Company. When J. H. sold to W. K. his interest in the corn flakes company, J. H. used the proceeds in 1911 to create the influential Race Betterment Foundation, in order to prepare the way for a super race of "new men," and to set up a "eugenic registry" that evaluated couples for breeding based on their genetic pedigrees in order to stop the propagation of "defectives."

6. Grape-Nuts

Yes. Charles William Post (1854-1914) went to Dr. Kellogg's sanitarium as a patient, but then became interested in making breakfast food himself. In 1895, he founded the Postum Cereal Company, with the sole product of Postum, a coffee replacement made from wheat and molasses, the idea for which he probably got from Dr. Kellogg's similar product. In 1897, he also developed Grape-Nuts, a breakfast cereal from wheat that had a nutty flavor and, as a sweetener, used malt dextrose, which was commonly called grape sugar. Post founded his own highly successful breakfast cereal company. Each package of Grape-Nuts came with a kind of religious tract, The Road to Wellville, on how to gain a healthy body and spirit.

7. Post Toasties

Yes. C. W. Post's cereal flakes, which he first marketed in 1908, were called "Elijah's Manna," but when people objected on religious grounds, he changed their name to Post Toasties.

8. Ralston Purina Wheat

Yes. William Henry Danforth (1870-1956), a St. Louis mill owner, founded the Robinson-Danforth Commission to feed the nation's farm animals in 1894, but a hurricane leveled his mill a year later, and he was forced to rebuild, after which he began making a breakfast cereal, Purina Wheat.

Danforth then contacted "Dr. Everett Ralston," whose real name was Albert Webster Edgerly (aka Edmund Shaftsbury or Shaftesbury) (1852-1926), a debarred lawyer, con man, cult leader, self-appointed health expert, and elocution teacher, who had founded perhaps the world's first multilevel marketing scheme. This was the Ralston Health Club, a Washington, D.C.-based, national membership health products club, with 800,000 members in 1898.The Club required its members to pay large amounts for a series of books that told the secret of how to live for 200 years by collecting and preserving in the body the occult force of "Glame" and learning to speak his invented "Adam-Man tongue." Danforth secured "Dr. Ralston's" endorsement of Purina Wheat, and added his name to Danforth's company—Ralston-Purina. Danforth's cereal became Ralston Health Club Breakfast Food, then Ralston Purina Wheat, then Instant Ralston.

9. Wheat Chex

Yes. Eventually Ralston-Purina introduced Wheat Chex and its sister cereals. Danforth advocated a proto-New Age, positive-mind-over-matter approach to life, which also combined elements of "Muscular Christianity" and the Social Gospel, summed up in his "four square" philosophy which inspired his company's checkerboard logo, and which was echoed in the form of the little squares of Wheat Chex. "I dare you to develop a magnetic personality," he wrote in his book, I Dare You!

10. Wheaties

No. Like Quaker Oats, Wheaties was not developed out of the religious conviction of its inventors. In 1921, a clinician at a Minneapolis health clinic accidentally spilled wheat bran gruel onto the top of the stove. When the heat dried bits of it, he thought it had become a candidate for a marketable breakfast cereal product. He took the idea to the Washburn Crosby Company, whose head miller, George Cormack, perfected the product, and it was first introduced in 1924. Although its originators had no direct religious motivations, the aura surrounding other breakfast cereal products would seem to have made possible the company's extraordinary claims about Wheaties' ability to endow the body with strength and links to an array of athletic superstars.

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Ellen Gould White
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Dance, But Not That Way . . .

Quiz Webform ID
22415
date_published
Teaser

Do you know how to dance the Sleigh Bell Polka? Learn the proper way to perform 19th and 20th century dances.

quiz_instructions

Dance and etiquette manuals in the 19th and early 20th centuries offered instruction on dance steps as well as advice on everything from grooming habits to acceptable dialogue during a dance. How would you have fared?

Quiz Answer

1. According to an 1850 dance and etiquette manual, it was acceptable for a woman to raise her dress to the ankle:

when crossing over a mud puddle. According to The lady's guide to perfect gentility: Raising the dress.— When tripping over the pavement, a lady should gracefully raise her dress a little above her ancle. With the right hand, she should hold together the folds of her gown, and draw them towards the right side. To raise the dress on both sides, and with both hands, is vulgar. This ungraceful practice can only be tolerated for a moment, when the mud is very deep.

2. Leads balance 2 bars to the right and 2 bars to the left, heel and toe, and chasse; leads half right and left, while the side couples balance, 4 bars; sides right and left while leads waltz on station, 4 bars; leads repeat the same to places, sides repeat to places.

Follow these instructions from the 1866 manual The ball-room monitor to find yourself dancing the:

Serious Family Polka

3. The manual American dancing master, and ball-room prompter (1862), authored by Elias Howe and "several eminent professors of dancing," described which of the following as the proper way for a gentleman to bow in the ballroom?

Stand in the third position, right foot in front; slide the right foot a little to the side. Draw the left foot in front of the third position. Incline the head and the body a little; let your arms fall easily and naturally. Rise in the third position, left foot in front.

4. According to Clog-Dancing Made Easy (1874), how long should one practice each day in order to master this skill?

2 hours. The manual advises, "After having mastered the form of the step, practise it at any convenient opportunity, though it is much better to have a specified hour each day. Two hours per day is little enough if the student is ambitious of excellence."

5. In Albert W. Newman's Dances of to-day (1914), these dance positions, respectively, are called:

Open Position; Yale Position

6. Which of the following, according to The Public Dance Halls of Chicago, was not a critique by the Juvenile Protection Association of the Chicago public dance halls in 1917:

". . . policewomen detailed to public dance halls have been seen dancing and therefore not affording protection to young girls and serving somewhat in the capacity of municipal chaperones." The Juvenile Protective Association held out hope that "when women were put upon the police force of Chicago, they would be detailed to public dance halls" to protect young girls but despite their many requests, policewomen did not regularly appear at dance halls. Policemen were criticized for "confin[ing] their attention to interfering when fights are in progress."

For more information

In the 19th century, the number of advice manuals grew exponentially, including those designed to teach the complicated rules and regulations associated with ballroom dancing. Manuals also offered etiquette and fashion advice. By the end of the 19th century, simpler dance steps grew in popularity. In the next few decades, new technologies brought further change as dancers listened to music on records and watched new dance steps on the silver screen. For more background, see "Western Social Dance: An Overview of the Collection" and "How to Read a Dance Manual."

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American Myths: Christopher Columbus

date_published
Teaser

In 1492, what did Columbus really do? Who was Columbus? Was he a hero? Did he use force to conquer peoples?

quiz_instructions

The story of Christopher Columbus—how much of it is story? Throughout the growth of Columbus into a near-mythological figure, additions and subtractions have been made to and from his life, accompanied by shifts in how he is perceived and memorialized. Decide whether these statements about Columbus (and his holiday) are true or false.

Quiz Answer

1. Columbus set sail to prove that the world was round.

False: Washington Irving's 1828 Life of Christopher Columbus spread the idea that Columbus wanted to prove that the earth was round. About 2,000 years before Columbus’s voyage, however, Aristotle proved the spherical nature of the earth, pointing out the curved shadow it casts on the moon. By Columbus' time, virtually all learned people believed that the earth was not flat.

Columbus did debate with scholars, but the argument he had with them was about something completely different: the size of the globe. And in the end, Columbus was incorrect: he thought the earth was small enough to allow him to sail to India in a relatively short period of time.

Irving's romanticized version, however, made Columbus an enlightened hero overcoming myth and superstition and that is what became enshrined in history.

2. Columbus was the first to discover America in 1492.

False: The first Native Americans likely arrived in North America via a land-bridge across the Bering Sound during the last ice age, roughly 20,000 to 30,000 years ago. The Sandia are the first documented Native American culture, dating from about 15,000 BCE. When Europeans arrived, there were approximately 10 million Native Americans in the area north of present-day Mexico.

In relation to global contact, people from other continents had reached the Americas many times before 1492. If Columbus had not sailed, other Europeans would have soon reached the Americas. Indeed, Europeans may already have been fishing off Newfoundland in the 1480s. In a sense Columbus's voyage was not the first but the last "discovery" of the Americas. It was epoch-making because of the way in which Europe responded. Columbus’s importance is therefore primarily attributable to changing conditions in Europe, not to his having reached a "new" continent.

3. Columbus was motivated by money and economic benefit.

True: Amassing wealth came to be positively valued as the key means of winning esteem on earth and salvation in the hereafter. As Columbus wrote in "My Journal," "Gold is the most excellent; gold constitutes treasure; and he who has it does all he wants in the world, and can even lift souls up to Paradise." Other sources support this view of Columbus’s motivation: in 1495, for instance, after accompanying Columbus on a 1494 expedition into the interior of Haiti, Michele de Cuneo wrote, "After we had rested for several days in our settlement, it seemed to the Lord Admiral that it was time to put into execution his desire to search for gold, which was the main reason he had started out on so great a voyage full of so many dangers." Columbus's motivation was not atypical for his time and position; the Spanish and later the English and French expressed similar goals. But most textbooks downplay the pursuit of wealth as a motive for coming to the Americas when they describe Columbus and later explorers and colonists. Even the Pilgrims left Europe in part for financial gain.

4. Columbus was motivated by religion.

True: Many Europeans believed in a transportable, proselytizing religion that rationalized conquest. Typically, after "discovering" an area and encountering a tribe of American Indians, the Spaniards would read aloud (in Spanish) what came to be called "the Requirement." Here is one version:

"I implore you to recognize the Church as a lady and in the name of the Pope to take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me."

Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards proceeded with their plans for people they had just "discovered."

5. Columbus died a penniless man.

True: Queen Isabella and King Fernando initially agreed to Columbus’s lavish demands if he succeeded on his first voyage. These included stipulations that he would be knighted, appointed Admiral of the Ocean Sea, made the viceroy of any new lands, and awarded ten percent of any new wealth. By 1502, however, Columbus had every reason to fear for the security of his position. He had been charged with maladministration in India and slave trade. After three more expeditions to the Caribbean, he suffered from malaria and arthritis. He continually requested the promised funds from the Spanish court, but after the death of Isabella, his requests were rejected.

6. Columbus Day was first celebrated in 1892 as part of the World’s Columbian Exposition.

False: The first recorded celebration of Columbus Day in the United States took place on October 12, 1792. Organized by the Society of St. Tammany, also known as the Columbian Order, it commemorated the 300th anniversary of Columbus's landing.

The 400th anniversary of the event, however, inspired the first official Columbus Day celebration in the United States. In 1892, President Benjamin Harrison issued a proclamation urging Americans to mark the day. The public responded enthusiastically, organizing school plays, programs, and community festivities across the country.

Over the following decades, the Knights of Columbus, an international Roman Catholic fraternal benefit society, lobbied state legislatures to declare October 12 a legal holiday. Colorado was the first state to do so on April 1, 1907. New York declared Columbus Day a holiday in 1909 and on October 12, 1909, New York Governor Charles Evans Hughes led a parade that included the crews of two Italian ships, several Italian-American societies, and legions of the Knights of Columbus. Since 1971, Columbus Day, designated as the second Monday in October, has been celebrated as a federal holiday. In many locations across the country Americans parade in commemoration of the day.

Sources
  • Rick Beyer, The Greatest Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy. New York: Harper, 2003, 22.
  • (2) James W. Loewen, Lies My Teacher Told Me: Everything the American History Textbook Got Wrong. New York: Simon & Schuster, 2007, 33-37
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The Freedom Rights Movement in Alabama: From the 13th Amendment through the Voting Acts of 1935

Description

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.

Contact name
Thomas E. Bryant
Contact email
Sponsoring Organization
Alabama Humanities
Phone number
2055583997
Target Audience
4-12
Start Date
Course Credit
"45 contact hours"
Duration
Six days
End Date

The Progressive Era

Description

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."

Registration Deadline
Sponsoring Organization
Ashbrook Center
Phone number
8772895411
Target Audience
K-12
Start Date
Cost
Free; $500 stipend
Course Credit
"Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the Master of American History and Government offered by Ashland University or may be transferred to another institution. The two credits will cost $440."
Duration
Six days
End Date

Life, Leadership, and Legacy: George Washington and Harry Truman

Description

From the Harry S. Truman Library and Museum:

Staff from George Washington's Mount Vernon Estate and Gardens will join with staff from the Truman Library to present this unique workshop. Both Presidents Washington and Truman will come under close scrutiny as their early life, influences, military careers, and presidency will be compared. Themes include leadership, character, decision making, and handling crises. A reenactor from the Washington era will also be present!

This two-day workshop will be a one-time offering and numerous primary sources and ready-to-use teaching materials will be supplied. In addition to excellent content, teaching strategies and methods will be discussed.

Contact name
Mark Adams
Contact email
Registration Deadline
Sponsoring Organization
Harry S. Truman Library and Museum
Phone number
8162688236
Target Audience
K-12
Start Date
Cost
$50
Course Credit
"One hour of continuing education graduate credit is offered through the University of Missouri - Kansas City for an additional fee of $75.00."
Duration
Two days
End Date

Theodore Roosevelt, the Progressive Movement, and the Shaping of "Modern" Politics

Description

From the Ashbrook Center website:

"These seminars are offered to encourage teachers to seriously examine significant events in American history in light of the principles of the American founding, and also to encourage the use of primary source materials in the classroom. The seminars, which include both lecture and discussion, are taught by leading scholars in their field from throughout the nation."

Sponsoring Organization
Ashbrook Center
Target Audience
K-12
Start Date
Cost
Free
Course Credit
"These seminars are offered for CEU credit at no charge. One semester credit hour from Ashland University is available for participants who attend three of the four seminars during the year. Each seminar is held from 10:00 am to 2:00 pm on a Saturday. Those wishing to receive graduate credit must also develop one lesson plan on a topic from one of the three seminars. While there is no cost to attend the seminars and receive the CEU credit, the cost of the graduate credit is $172."
Duration
Four hours

The Problem of the Color Line: Atlanta Landmarks and Civil Rights History

Description

From the Georgia State University website:

"While participating in our workshop in Atlanta, you will visit the sites where Civil Rights history was made. We have assembled a group of nationally known scholars who will share stories of the Civil Rights movement that reshaped the city, the region, and the nation. You will learn how to use Atlanta's historic sites to bring the Civil Rights Movement alive to your students.

"It was here in Atlanta in 1895 that Booker T. Washington delivered his 'Atlanta Compromise' address at the Cotton States and International Exposition. Eight years later in The Souls of Black Folk, Atlanta University professor W. E. B. DuBois predicted that the 'problem of the Twentieth Century [would be] the problem of the color line.' When Martin Luther King, Jr. was born on Auburn Avenue, a racial divide relegated African Americans to a second class status. Dr. King grew up to challenge the color line and make Atlanta the capital of a Civil Rights Movement that ended legalized segregation in America.

"Workshop field trips will take you to Piedmont Park where Booker T. Washington delivered his 'Atlanta Compromise' address and to Atlanta University where W. E. B. DuBois penned The Souls of Black Folk. Workshop scholars will lead you in the footsteps of Dr. King as he played in his childhood home, attended Morehouse College, pastored Ebenezer Baptist Church, and now is buried on Auburn Avenue with his wife Coretta.

"The historic landmarks that you will visit reveal the history of a segregated society and the struggle to dismantle it. The gold-domed Capitol building is where Jim Crow laws were passed and where African Americans protested their passage. The Fox Theater bears the imprint of the color line, with separate entrances, seating, and rest rooms for black and white theater goers. The downtown Rich's Department Store and City Hall are facilities, once segregated, which still carry the imprints of their Civil Rights battles. The roots of resistance to the color line began on Auburn Avenue, the historic heart of the African American business, civic, and religious communities, and on the Atlanta University Center campuses where students organized sit-ins and demonstrations in the 1960s. Atlanta has memorialized these events at the sites where Civil Rights history was made."

Contact name
Timothy Crimmins
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Georgia State University
Phone number
4044136356
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
"At the conclusion of the seminar, you will be provided with certificates verifying your attendance at all required sessions. There will be approximately 35 hours of actual instruction within the Workshop. You should determine in advance to what degree your state or local school districts will accept participation in the Workshop for continuing education units. However, the Georgia State University will work with you to provide sufficient documentation for your school district."
Duration
One week
End Date

The Problem of the Color Line: Atlanta Landmarks and Civil Rights History

Description

From the Georgia State University website:

"While participating in our workshop in Atlanta, you will visit the sites where Civil Rights history was made. We have assembled a group of nationally known scholars who will share stories of the Civil Rights movement that reshaped the city, the region, and the nation. You will learn how to use Atlanta's historic sites to bring the Civil Rights Movement alive to your students.

"It was here in Atlanta in 1895 that Booker T. Washington delivered his 'Atlanta Compromise' address at the Cotton States and International Exposition. Eight years later in The Souls of Black Folk, Atlanta University professor W. E. B. DuBois predicted that the 'problem of the Twentieth Century [would be] the problem of the color line.' When Martin Luther King, Jr. was born on Auburn Avenue, a racial divide relegated African Americans to a second class status. Dr. King grew up to challenge the color line and make Atlanta the capital of a Civil Rights Movement that ended legalized segregation in America.

"Workshop field trips will take you to Piedmont Park where Booker T. Washington delivered his 'Atlanta Compromise' address and to Atlanta University where W. E. B. DuBois penned The Souls of Black Folk. Workshop scholars will lead you in the footsteps of Dr. King as he played in his childhood home, attended Morehouse College, pastored Ebenezer Baptist Church, and now is buried on Auburn Avenue with his wife Coretta.

"The historic landmarks that you will visit reveal the history of a segregated society and the struggle to dismantle it. The gold-domed Capitol building is where Jim Crow laws were passed and where African Americans protested their passage. The Fox Theater bears the imprint of the color line, with separate entrances, seating, and rest rooms for black and white theater goers. The downtown Rich's Department Store and City Hall are facilities, once segregated, which still carry the imprints of their Civil Rights battles. The roots of resistance to the color line began on Auburn Avenue, the historic heart of the African American business, civic, and religious communities, and on the Atlanta University Center campuses where students organized sit-ins and demonstrations in the 1960s. Atlanta has memorialized these events at the sites where Civil Rights history was made."

Contact name
Timothy Crimmins
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Georgia State University
Phone number
4044136356
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
"At the conclusion of the seminar, you will be provided with certificates verifying your attendance at all required sessions. There will be approximately 35 hours of actual instruction within the Workshop. You should determine in advance to what degree your state or local school districts will accept participation in the Workshop for continuing education units. However, the Georgia State University will work with you to provide sufficient documentation for your school district."
Duration
One week
End Date