From the National Humanities Center website:

"'How did the ethnically and culturally diverse urban environment of early twentieth-century America find its way into art? How did artists see the new immigrants who flooded into American cities from 1890 on? What kinds of visual languages did they draw on in approaching a subject that had been generally off limits to painters of the previous generation—the urban poor? This workshop will look at how the Ash Can artists built on older visual and art historical traditions, while also considering what was new about their work. It will also consider the subject matter they shared with the popular culture of early twentieth-century films, graphic journalism, and cartooning. Using a variety of perspectives, this workshop will consider the role of the visual in exploring the defining challenges of a pluralistic urban democracy in the new century."

From the Newberry Library website:

"Many researchers mistakenly believe that the Great Fire of 1871 destroyed all record of early Chicago. This seminar belies that common misconception by introducing participants to the wide variety of rich resources available for exploring pre-fire Chicago. Using a thematic approach, we will explore maps, city directories, railroad guides, newspapers, diaries, church records, sheet music, and much more. We will also discuss relevant holdings at local institutions and search strategies for further research."

From the Newberry Library website:

"This course will explore the social history of Chicago in the years between the Great Fire of 1871 and the modern Civil Rights Movement. Our core texts will be works of historical fiction, including selections from Theodore Dreiser's Sister Carrie, Upton Sinclair's The Jungle, and Richard Wright's Native Son. Using these as windows into the city's vibrant past, we will investigate the changing texture of everyday life amidst vast social, political, and economic change."

From the Newberry Library website:

"The Plan of Chicago (1909) was based on the conviction of its principle writer, Daniel Burnham, that citizens can intervene in the rush of unplanned urban growth to re-direct Chicago's physical structure, creating conditions conducive to humane and prosperous living. We will read and discuss the text, diagrams, and illustrations of the Plan itself, to learn about an important epoch in Chicago's history and to reflect on the challenge it poses to our experience of living in Chicago a century later."

How did World War I affect politics in the United States? Why did the prestige and power of American business dramatically increase in the 1920s? What explains the remarkable cultural ferment of this period? What place did religious and spiritual values assume in the United States during the 1920s? How did concepts of citizenship and national identity change in the decade after World War I? How did women and African Americans struggle to advance social equality? How did modernizing and traditional forces clash during the decade?

This institute will explore these and other questions through history, literature, and art. Under the direction of leading scholars, participants will examine such issues as immigration, prohibition, radicalism, changing moral standards, and evolution to discover how the forces of modernity and traditionalism made the 1920s both liberating and repressive. Participants will assist National Humanities Center staff in identifying texts and defining lines of inquiry for a new addition to the Center's Toolbox Library, which provides online resources for teacher professional development and classroom instruction.

Designed for high school 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.

No details available.