From the University of Missouri-Kansas City website:

"Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars is a Landmarks of American History and Culture Workshop for Teachers that explores historic homes and public buildings, townscapes and museum collections in light of recent research to understand the clash of cultures and differing definitions of 'freedom' that played out on the Missouri-Kansas border. Workshop participants will consider the forces and events that led to the abandonment of the understandings reached in the Missouri Compromise, the rejection of popular sovereignty in the Kansas Territory and the establishment of the shadow 'Free State' government. They will examine the nature and intensity of the struggles between the Kansas Jayhawkers and Missouri Bushwhackers and the general mayhem these vicious disputes engendered along the Missouri-Kansas border during Bleeding Kansas and the Civil War.

"The Crossroads of Conflict workshop will give K-12 teachers fresh tools for using historical settings, architecture, material culture, art and drama, along with historical documents and records to enable students to engage the past and gain a better understanding of the forces that shaped and continue to influence national and regional history."

From the Churchill Centre and Museum website:

"The study of Churchill remains a vital force in political and historical scholarship today because Churchill's life, writings, and political career continue to fascinate citizens, scholars, and statesmen, and to provide them with sources of reflection. This Institute seeks participants who are curious about Churchill and who possess a keen interest in original documents and historical research. Visits to important Churchill sites will provoke the interest of participants and deepen their understanding of his life and career."

From a President Lincoln's Cottage email:

"This FREE event invites educators to explore Lincoln's country home and workplace where he spent one quarter of his presidency and thought through his ideas on the Civil War and emancipation and to discover the array of hands-on, engaging programs the Civil War Washington Museum Consortium has to offer for students in Kindergarten through Twelfth grade!"

From the University of Kansas website:

"Sponsored by the National Endowment for the Humanities, the Great War Seminar . . . will bring school teachers from across the country to the University of Kansas in order to learn about the American experience of World War I. Drawing on literature, history, and visual artifacts, participants will examine the ways in which the Great War affected the United States (the 'Home Front'), the nature of American participation in the War (the 'War Front'), and how Americans represented, remembered, and memorialized the War in the decades following its ending in November 1918. As we look towards the 100th anniversary of American participation in the Great War and the changes ushered in by this global conflict, it is especially apt to study the literature and history of the United States' involvement in World War I."

From the U.S. Holocaust Memorial Museum workshop:

"This three-day workshop will bring up to twenty teachers from western states schools to the United States Holocaust Memorial Museum on March 4-6, 2010. Social Studies and Language Arts teachers of grades 6-12 with five or less years of experience in teaching about the Holocaust are encouraged to apply. In addition, teachers of other disciplines such as journalism and library and media specialists should consider applying.

Educators from suburban and rural schools from these states are eligible:

AK, AZ, CA, CO, HI, ID, MT, NV, NM, OR, UT, WA, WY

Teachers will use the Museum's Permanent Exhibition, the exhibit 'State of Deception: The Power of Nazi Propaganda,' and the interactive installation 'From Memory to Action: Meeting the Challenge of Genocide,' as their primary classroom as they learn the history of this tragic event. Museum staff and scholars will then assist participants in exploring questions of rationale, content, and methodology in teaching the Holocaust."

From the Colonial Williamsburg website:

"Designed for elementary social studies teachers who teach United States history and government, these intensive week-long workshops will immerse participants in early American history 'on location' in Williamsburg, the restored capital city of eighteenth-century Virginia, and nearby Jamestown and Yorktown. Twenty-five 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 eighteenth-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."

From the Gilder Lehrman Institute of American History:

"The Cold War dominated the second half of the twentieth century, but until recently we had only an imperfect sense of what it was all about. Historians wrote about it, of necessity, from within the event they were seeking to describe, so that there was no way to know its outcome. And because only a few Western countries had begun to open their archives, these accounts could only reflect one side of the story. Cold War history, hence, was not normal history: it was both asymmetrical and incomplete.

The end of the Cold War and the subsequent partial opening of Soviet, Eastern European, and Chinese archives have revolutionized the field. Everything we thought we knew is suddenly up for reconsideration, whether because of the new documents available to us, or as a consequence of knowing how it all came out. Even as this happens, though, the memories of those who lived through the Cold War are rapidly fading, and a new generation of students has no memory of it at all.

This seminar will seek to integrate the latest scholarly research on Cold War history and the ways in which that subject is presented in the classroom. We shall use a variety of means: lectures, books, documents, video documentaries, and the resources of the world-wide web. There will also be ample opportunity, we hope, for you to learn from one another, and for us to learn from you. It will be, in short, a week of total immersion in the lengthy, occasionally dangerous, and (almost) always intriguing history of the Cold War, filled with debate and new information."

From the Gilder Lehrman Institute of American History:

"This seminar will explore a controversial era shrouded in myths and memories. Among the topics it will examine are the presidencies of John Kennedy, Lyndon Johnson, and Richard Nixon; the civil rights movement; the Vietnam War; the New Left; the counterculture; the women's movement; the gay movement; the conservative movement; the international dimension of youth protest; and the legacies of the 1960s. The aim of the seminar is to provide a balanced history of a turbulent time that continues to influence American politics, society, and culture.

From the Gilder Lehrman Institute of American History website:

"The Progressive Era marked the modernization of the American state, the expansion of citizenship, the ascendancy of 'big business,' the transformation of American liberalism, and the development of a social politics. It was also the moment when the United States assumed the role of a world power, culminating in its participation in World War I and its role in negotiating the ambitious but flawed treaty that ended it. Taking exception to interpretations of the era that see 'American exceptionalism,' this seminar will explore the era and its reforms (and their limits) in the context of the larger global response to industrialization and urbanization under conditions of unregulated capitalism."