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.

No details yet available.

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."

From Indiana University's website:

"Our NEH summer institute will enhance your teaching curriculum with respect to modern American social movements in a number of ways. Most fundamentally, the institute will help you understand the pivotal role that social movements have played in changing public policy in the United States over the last century. Moreover, the institute will acquaint you with the latest scholarship on these three social movements—labor, civil rights, and feminism—which you are unlikely to have encountered in your teacher training. Recent historical scholarship reveals at least three general ways to enhance these topics for your secondary school students. First, historians now emphasize the diversity and complexity of each of these movements. In each case, a variety of sometimes conflicting organizations, perspectives, and leaders made up each movement. And yet teaching tends to focus only on the dominant current within each movement. Second, the interconnections between these three movements have received renewed attention. Historians are finding more and more ways in which these movements cross-fertilized each other, but the connections are often missed by teachers. For instance, recent scholarship on Betty Friedan, the central founder of the National Organization for Women has found that her work for CIO unions like the United Electrical Workers during the 1940s was a formative experience for the development of her feminist ideas. Third, social movement scholarship has taken note of the extent to which each of these movements faced organized resistance. It is easy for young people today to forget that as reasonable as Martin Luther King, Jr. may seem to us today, in his own day he was viewed as a dangerous agitator."

From the Gilder Lehrman Institute of American History:

"The American South plays a central role in American history, from the first permanent English colony through the election of 2008. This course will focus on key episodes when Southern history and the history of the nation intersected at particularly important points: the emergence and spread of slavery, the founding, the Civil War, the creation of segregation, and the civil rights struggle. The course will be taught in Richmond, Virginia, a city rich in museums and historic sites that we will use to explore the subjects addressed in the seminar."

From the Gilder Lehrman Institute of American History website:

"The American Revolution did more than secure independence for thirteen American colonies—it gave antislavery organizing a moral legitimacy it had never had before. In Britain by the early nineteenth century, opposing the slave system could serve as a mark of virtue rather than evidence of eccentricity. The first emancipation schemes depended on efforts to strengthen the role of the imperial state in an era of weakening overseas authority, and the abolitionist movement as a whole derived its power from a profound yearning for moral worth in the aftermath of British defeat and American independence. This course will consider the disparate strands of the British Atlantic world and bring into focus shifting developments in the abolitionist movement."

From the Gilder Lehrman Institute of American History website:

"This seminar explores the history of the American antislavery movement, from its institutional and ideological origins in the post-Revolutionary era to the eve of the Civil War. A particular focus of the course will be the historical reality and mythology of the Underground Railroad, understood through the lives, strategies, writings, and fate of black abolitionists."

From the Facing History and Ourselves website:

"Please join us as we explore the Facing History and Ourselves resource book, Choices in Little Rock—a collection of teaching suggestions, activities, and primary sources that focus on the desegregation of Central High School in Little Rock, Arkansas, in 1957. These efforts led to a crisis that historian Taylor Branch once described as 'the most severe test of the Constitution since the Civil War.'

These resources explore a range of civic choices—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped in every generation by the choices that we make about ourselves and others. In this workshop, we will consider ways to engage students in the issues raised by this history and its civic implications for their lives today.

Choices in Little Rock can be used not only to teach history but also to deepen and enrich a study of civics, government, and literature."

From the National Humanities Center website:

"The United States marked its 100th anniversary in 1876 with the Centennial Exhibition in Philadelphia, a birthday party that celebrated mechanical progress. But in late nineteenth-century America, progress did not simply mean generating more horsepower. It meant cleaning up cities, reforming government, improving the efficiency of workers, and professionalizing endeavors like playing baseball and studying history. The idea of progress reached into every corner of American life. How did Americans define progress at that time? How did progress manifest itself? And how did it shape America?"

From the National Humanities Center website:

"In one lesson plan after another Booker T. Washington and W.E.B. Du Bois forever stand opposed. In the late nineteenth century both sought uplift for African Americans, but one believed it came through accommodation and manual training, while the other urged resistance and the liberal arts. Is that the entire story? Was Washington a narrow, uncreative booster of commercialism or a savvy politician who correctly read what late nineteenth-century America would afford its black citizens? Was Du Bois a heroic intellectual activist or a narrow elitist whose path to uplift was open only to the 'Talented Tenth'?"