From the National Humanities Center website:

"One of the most familiar truisms about the United States is that we are a 'nation of immigrants.' Indeed, immigration and immigrants inform nearly every narrative of progress and possibility that Americans have told about themselves for more than a century, from individual stories of rags to riches to generational accounts of upward mobility and becoming American. And yet, immigration today remains one of the most controversial political topics, generating intense conflicts over who or what is an American and who should have the rights and responsibilities of citizenship. In this seminar, we examine and compare two waves of immigration to the United States: the 'new' immigration between 1890 and 1920, composed mainly of immigrants from southern and eastern Europe and Japan; and contemporary immigration, post 1964, involving undocumented and legal migration from Southeast Asia, Mexico, Central America, and Africa. By exploring changes and continuities in immigration to the United States, we seek to historicize contemporary controversies and fears."

From the Newberry Library website:

"[This conference] will support teachers in the development of lessons using images from the National Endowment for the Humanities’ Picturing America program.

Conferences will feature presentations by distinguished scholars and sharing of resources in workshop formats. We will use the Newberry Library’s collections as well as a visit to the Art Institute of Chicago and a walking tour of Chicago’s Loop to model ways for teachers to use local resources in their own communities."

From the Newberry Library website:

"[This conference] will support teachers in the development of lessons using images from the National Endowment for the Humanities' Picturing America program.

Conferences will feature presentations by distinguished scholars and sharing of resources in workshop formats. We will use the Newberry Library's collections as well as a visit to the Art Institute of Chicago and a walking tour of Chicago's Loop to model ways for teachers to use local resources in their own communities."

From the Lyndon B. Johnson Museum and Library newsletter:

"The LBJ Library and Museum and Education Service Center, Region XIII will co-sponsor a symposium for high school teachers at the LBJ Library on July 13 and 14, 2009.

Twentieth Century Conflicts in U.S. History will feature

* Dr. Mark Lawrence, Associate Professor of History at the University of Texas at Austin. Dr. Lawrence is author of Assuming the Burden: Europe and the American Commitment to War in Vietnam which won two awards from the American Historical Association: the Paul Birdsall Prize for European military and strategic history and the George Louis Beer Prize for European international history. He has also written several chapters and articles on the Vietnam War and other topics in U.S. diplomatic history. He is currently at work on a study of U.S. policymaking regarding Third World nationalism in the 1960s and a short history of the Vietnam War. He is also co-editor (with Fredrik Logevall of Cornell University) of The First Vietnam War: Colonial Conflict and Cold War Crisis, a volume of essays about the French war in Indochina.
* Additional speakers from the Fort Worth Regional Archives (World War I), Roosevelt Library (World War II), the Truman Library (World War II), the Eisenhower Library (Korea), the Kennedy Library (Cold War), the LBJ Library (Vietnam), the Ford Library (fall of Saigon), and the George H.W. Bush Library (the Gulf War).

Primary source materials will be featured in related topics.
Cost of the symposium is $50 and includes all materials, a CD/DVD of all primary sources, and breakfast and lunch for both days. Space is limited so register early.
Use the Workshop ID SU0915826 to register online."

Participants in this workshop will travel throughout the Delta as they visit sites where significant events occurred. They will discuss and learn about issues involving civil rights and political leadership, immigrants' experiences in the Delta, the Blues, the great migration, agriculture, and the Mississippi River, among other things. They will sample Delta foods, visit local museums, and listen to the Blues. Field trips will roam as far as Greenville, Greenwood, and Memphis, with stops in between.

This seminar explores the rise of Jim Crow in the United States and tracks it forward to its modern post-civil-rights manifestations. Seminar participants will work with a range of primary sources to interpret the shifting social, economic, political, psychological, and cultural trauma associated with this set of racial practices. Close attention will be paid to the effects of Jim Crow on both sides of the color line.

This seminar examines legal segregation in the American South from its origin in the 1890s until its demise by the end of the 1960s through the autobiographical writings of the most prominent interpreters of the era, black and white, male and female. Participants will explore the reasons for segregation's rise and fall and its legal, social, and moral aspects.

The seminar will explore several key works by the political theorist, Hannah Arendt: Eichmann in Jerusalem, The Origins of Totalitarianism, and The Human Condition. These works shed light on the problem of evil and the use of terror in the contemporary age, and provide a philosophical perspective on current debates about the use of violence to settle political conflicts, about the conditions of democracy, and about the scope and importance of human rights.

Through the Institute, teachers begin an investigation of the history of the Holocaust, the systematic, planned annihilation of European Jews and other groups by Nazi Germany from 1933–1945. Participants will also broaden their depth of knowledge about current genocides and continued episodes of man's inhumanity to man during the 20th and 21st centuries. The institute includes a wide range of age-appropriate resources and strategies being modeled through exploration of the best practices in an integrated teaching model. Educators will be equipped to return to their classrooms with the knowledge and pedagogical resources to teach in a manner that leads to an investigation of the ramifications of prejudice, racism, and stereotyping. Educators will examine what it means to be a responsible and respectful person for the purpose of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.