This workshop will provide the larger historical and cultural context for understanding the Pearl Harbor attacks by illuminating one of the most important (if at times antagonistic) bilateral relationships in the 20th century—that between the United States and Japan—and the impact of that relationship on both nations' international affairs. Importantly, it will explore the multiple histories that converge at Pearl Harbor—including not only American and Japanese but also Hawaiian and diverse American experiences, especially those of Americans of Japanese ancestry—reminding participants that despite the mythic status of the Pearl Harbor story in American culture, there are in fact a number of "Pearl Harbors," with different impacts and memories for diverse Americans and for people throughout the world. During the workshop, participants will visit the Arizona Memorial and related attack sites in order to gain a sense of the time and place represented by these historic resources. Since the history of Pearl Harbor is still a living history, participants will also have the unique opportunity to meet with Pearl Harbor survivors, World War II generation residents of Hawaii, and Japanese Americans who spent the wartime years in internment camps, and to experience history "come alive" through their oral histories. Importantly, the workshop will model ways to teach collaboratively. Participants will engage in rigorous conversations with leading U.S. and Japanese scholars about the historical significance and meanings of the events surrounding the attacks and important cultural and historical issues that continue to shape national perceptions of Pearl Harbor. Through hands-on sessions, participants will work closely with the scholars as well as with a group of teachers from Japan and with one another as they explore issues of content and pedagogy in teaching Pearl Harbor and develop plans for collaborative projects and lesson plans that integrate materials from the workshop. In this way, the workshop will serve as a catalyst for creating a network of educators dedicated to ongoing scholarship, professional development, and collaboration.

This workshop will provide the larger historical and cultural context for understanding the Pearl Harbor attacks by illuminating one of the most important (if at times antagonistic) bilateral relationships in the 20th century—that between the United States and Japan—and the impact of that relationship on both nations' international affairs. Importantly, it will explore the multiple histories that converge at Pearl Harbor—including not only American and Japanese but also Hawaiian and diverse American experiences, especially those of Americans of Japanese ancestry—reminding participants that despite the mythic status of the Pearl Harbor story in American culture, there are in fact a number of "Pearl Harbors," with different impacts and memories for diverse Americans and for people throughout the world. During the workshop, participants will visit the Arizona Memorial and related attack sites in order to gain a sense of the time and place represented by these historic resources. Since the history of Pearl Harbor is still a living history, participants will also have the unique opportunity to meet with Pearl Harbor survivors, World War II generation residents of Hawaii, and Japanese Americans who spent the wartime years in internment camps, and to experience history "come alive" through their oral histories. Importantly, the workshop will model ways to teach collaboratively. Participants will engage in rigorous conversations with leading U.S. and Japanese scholars about the historical significance and meanings of the events surrounding the attacks and important cultural and historical issues that continue to shape national perceptions of Pearl Harbor. Through hands-on sessions, participants will work closely with the scholars as well as with a group of teachers from Japan and with one another as they explore issues of content and pedagogy in teaching Pearl Harbor and develop plans for collaborative projects and lesson plans that integrate materials from the workshop. In this way, the workshop will serve as a catalyst for creating a network of educators dedicated to ongoing scholarship, professional development, and collaboration.

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.

This course focuses on three topics: political developments in North America and the British empire and the arguments for and against independence, culminating in the Declaration of Independence; the Revolutionary War as a military, social, and cultural event in the development of the American nation and state; and the United States under the Articles of Confederation.

This course focuses on three topics: political developments in North America and the British empire and the arguments for and against independence, culminating in the Declaration of Independence; the Revolutionary War as a military, social, and cultural event in the development of the American nation and state; and the United States under the Articles of Confederation.

This 3-week seminar led by James Akerman (The Newberry Library) and Gerald Danzer (Emeritus, The University of Illinois at Chicago) is designed to develop cartographic literacy and encourage effective use of map documents in the classroom through study in the history of cartography. A program of seminars based on recent scholarship in the history of cartography and guided individual research will allow teachers to explore the relevance of map study to their own interests and curricular needs. Workshops will serve as forums for refining and applying the skills necessary to read maps as products of science, artistic creations, storytellers, wayfinding tools, and expressions of power; and as representations of worldviews and local landscapes.

No details available.

At this workshop participants will engage in dynamic, in-depth, interdisciplinary study of the Alamo and associated major themes of American history, literature, and popular culture. They will study in intimate seminar settings with major scholars, interact with their colleagues in lively conversations, and develop classroom teaching activities based on individual interdisciplinary research conducted in the Alamo Library Archives, the Institute of Texans Cultures, the American History Center and other Texas archives while working in seminars with five nationally recognized Texas scholars.

By preparing and performing historical speeches, interpreting letters, and "reading" artifacts, images, and places, participants in this seminar will develop teaching techniques that strengthen reading comprehension and critical thinking skills. They will work with teachers from across the country to develop web resources to support themselves and others in teaching the Civil War.

Over the course of five mornings, participants will travel to three historic sites in Washington's historic neighborhoods. In the afternoons, they will participate in interpretations of important speeches and letters, learning tools that lead to rigorous visual and experiential learning.

During the school year, participants will receive priority access to field trips at each of the three historic sites; updated online study guides and lesson plans from each of the three Civil War Consortium historic sites; access to additional free professional development and arts and cultural opportunities in and around DC; a network of supportive teachers and scholars to reinforce learning; and the chance to become a paid Lincoln Teacher Fellow Consortium faculty fellow in future summers.

This program is designed for teachers in the DC Metropolitan area, and also welcomes teachers interested in Civil War Washington history from around the country.

This year's five-day institute will explore the Civil War from the perspectives of ordinary people—soldiers, slaves, and women—fighting, living, and dying in a nation embroiled in war. By examining the war through the eyes of those who lived it, participants will develop a greater understanding of the American Civil War's impact and complexity. Participants will join the staff of the Museum of the Confederacy and guest lecturers for special sessions, tours, and discussions, designed to aid teachers of all grade levels.