This workshop examines the questions "How did the self-contained environment of a plantation—its layout, buildings, isolation, and use of the land—influence the lives and self-image of the enslaved?," "What made a plantation 'home?'," "What made a plantation 'hell?'," "How did a slave reconcile 'home' and 'hell?,'" and "What can plantation photographs tell us about plantation life?"

The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running 60 to 90 minutes, they are conducted through lecture and discussion using conferencing software. A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all that is needed is a computer with an internet connection, a speaker, and a microphone.

This workshop examines the questions "How did the total mobilizations of the Civil War affect the northern and southern home fronts?," "What was life like for women on the northern and southern home fronts?," and "What was life like for African Americans on the northern and southern home fronts?"

The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running 60 to 90 minutes, they are conducted through lecture and discussion using conferencing software. A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all that is needed is a computer with an internet connection, a speaker, and a microphone.

This workshop examines the questions "How was African-American community constructed during this period?," "Under what circumstances was it created?," and 'How did evolving concepts of community affect and reflect notions of African-American identity?"

The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running 60 to 90 minutes, they are conducted through lecture and discussion using conferencing software. A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all that is needed is a computer with an internet connection, a speaker, and a microphone.

This workshop addresses the questions "In what ways is Jacob Riis's How the Other Half Lives a document of progressive reform?," "What does How the Other Half Lives tell us about urbanization and immigration?," and "How does Riis use photography in How the Other Half Lives?"

The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running 60 to 90 minutes, they are conducted through lecture and discussion using conferencing software. A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all that is needed is a computer with an internet connection, a speaker, and a microphone.

Using ESSEX History is pleased to welcome back Dr. Cynthia Lyerly (Boston College) to lead a discussion of the culture of Jim Crow. This seminar will provide nuance for discussions of segregation by taking educators out of the courtrooms and voting booths to examine how the Jim Crow system affected everyday life and how depictions of race in popular culture complemented and supported both legal and de facto segregation. Readings for this seminar will focus on the turn of the 20th century and will bring together a diverse amount of scholarship including: Dr. Lyerly's own work on The Clansman author Thomas Dixon, Jr.'s studies on the segregation of consumption and public spaces, and investigations into popular cultural icons such as Shirley Temple and Scarlett O'Hara. This seminar will take place at the NARA facilities in Waltham and will include screenings of portions of several films including Gone With the Wind, The Littlest Rebel, and Within Our Gates, as well as investigations into NARA's archives.The primary sources for the day reveal surprising ways in which the culture of segregation affected life here in New England.

This workshop also includes registration to attend the October 24th Arizona Council for the Social Studies Annual Fall Conference. Participants will also receive a curriculum kit to be shared within their district and an honorarium to assist with travel and food. Social studies or science curriculum coordinators and teachers in grades 6–12 interested in the cultural history of Arizona or the archaeological process, should consider attending this one-day People, Place, and Time training.

People, Place, and Time (PP&T) is an interdisciplinary curriculum for grades 6–12. The activities and lessons are inquiry-based, focusing on social studies, science, and language arts. The curriculum and accompanying materials are presented in a kit format and include the teacher's guide, two interactive "game boards," a video, and basic research sources. All of the activities have been aligned to the Arizona Department of Education Standards for the applicable subject areas. The curriculum contains two units of study—the Cultural Landscape and Cultural Resources Management (CRM) Archaeology. The time required to implement this unit will vary, depending on the classroom structure and depth of student research. The entire curriculum can be covered in one to two 9-week terms.

Unit 1 is the Cultural Landscape. In this unit, students explore the environmental niches of the Sonoran Desert, from the cactus-covered lowlands to the conifer-crested mountains, without ever leaving the classroom. They discover resources and experiment with the development of products from those resources. They envision life as the Hohokam peoples lived it 1,000 years ago—traveling, trading, and manufacturing the tools and foods necessary for survivalᾹin this harsh but bountiful environment. The Cultural Landscape unit may be taught as a standalone unit.

The second unit, CRM Archaeology, introduces students to the discovery of a past culture through scientific investigation. Students play the role of the entrepreneurs and archaeologists who create an archaeological consulting business, bid on a contract to do an archaeological study, and investigate a site. They use statistics to analyze the findings, synthesize the results, draw conclusions, and present their findings about the past. Students must complete the activities in the Cultural Landscape unit prior to beginning the CRM unit.

PP&T kits are distributed through regional training workshops and summer institutes. It is hoped that the remaining kits will be distributed during the ACSS workshops. One to two representatives from each district are encouraged to participate in this training. Training is open to all sixth through 12th grade teachers, but only one participant per district will become the "Keeper of the Kit." Keepers will make the kit available to educators within their district and make sure that the kit contents are intact.

The one-day workshop will include background information on the history of the project, an introduction to archaeology and to the cultural history of Arizona, hands-on experimentation with activities, and the development of a plan for use and distribution of the materials in each school district.

Marjorie Agosin, recipient of the United Nations Leadership Award for Human Rights was raised in Santiago, Chile until the 1973 coup. She is the author of poetry and prose about human rights, memory, and Jewish identity. Her work exemplifies the power of language to effect change and give voice.

How do societies integrate newcomers? In this workshop, participants will engage with stories of Muslim immigration to Europe and make connections to debates about difference in our own community. Among the many topics they will examine is the role of religion in public life.

Teaching the Holocaust in the Context of Jewish History, Ethics, and Identity is a course that offers participants the opportunity to explore the connection between Jewish history and identity and the moral questions inherent in everyday life. Daily sessions will explore the Holocaust as a lesson not only in racism and antisemitism but also in courage, caring and compassion. Participants will learn multidisciplinary pedagogical approaches for teaching a course on the Holocaust that is grounded in a study of Jewish ethics and values. In our seminars Facing History examines the Holocaust in a variety of disciplines including history, literature, and the arts. FH also integrates traditional and modern Jewish texts into its signature scope and sequence. Using Facing History’s principal resource book, Holocaust and Human Behavior, and The Jews of Poland, as well as video, primary sources, and presentations by survivors and leading scholars of the Holocaust, participants will experience a rigorous encounter with this powerful history. Participants will gain a deeper understanding of the rich and vibrant culture created by the Jews of Eastern Europe before the war, the dilemmas of ghetto life, the scope of Jewish resistance and the way history shapes Jewish identity today. Following this Seminar, participants receive complete access to Facing History's Educator Resources, including downloadable unit plans, lessons, and online conversations. In addition, participants are invited to borrow videos, dvds, and books from Facing History's lending library. Finally, each participant is assigned a Facing History Program Associate, who is available to provide ongoing support services.