Dianne Swann-Wright, Director of African-American and Special Programs at the Thomas Jefferson Foundation, looks at what artifacts found at Monticello reveal about the lives of slaves on the estate and the questions such artifacts raise.
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Dianne Swann-Wright, Director of African-American and Special Programs at the Thomas Jefferson Foundation, discusses the contributions of slaves in creating Monticello—both in clearing the land and establishing the house itself and in crafting furniture and other pieces to finish the house.
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This iCue Mini-Documentary describes how Abraham Lincoln's successor, Vice President Andrew Johnson, was an immediate disappointment to Lincoln supporters who wanted to protect the rights of newly freed blacks.
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This iCue Mini-Documentary introduces the strain paying for the Civil War placed on both the North and South enormously. The South had to build an industrial infrastructure to support its war effort.
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This grant supports curriculum and professional development projects related to the subject matter of a Florida Center for Teachers program which the recipient has attended within the past two years.
Must be currently teaching in Florida | Must have attended a Florida Center for Teachers program within the past two years
From the North Carolina Museum of History website:
"Get to know the state's American Indian tribes. Examine some of these groups within the contexts of education, government and politics, language, and the arts. The workshop will pay particular attention to today's eight state-recognized tribes."
Each day, participants in this institute will visit and learn about a different area of Palm Beach County.
What do an English historian, an Italian wine merchant, an anti-slavery advocate, and the Father of the Constitution have in common? Each of these individuals—Catherine Sawbridge Macaulay Graham, Philip Mazzei, Francis Asbury, and James Madison—paid one or more visits during the years 17831789 to the retired leader of the American Revolutionary forces, George Washington, at his Virginia waterfront plantation, Mount Vernon. Perhaps these guests marveled at the brilliant colors of the mansion's main dining room. They might have strolled around the grounds and seen the slaves performing the multitude of tasks necessary to make the plantation flourish. It's likely that the visitors sat on the east-facing piazza and watched the ships sail up and down the Potomac River. Finally, and most significantly, these visitors—and others like them—participated in dialogues and discussions at Mount Vernon which resulted in the creation of the American constitutional system. The Landmarks of American History and Culture Workshop, "Shaping the Constitution: A View from Mount Vernon 178389," funded by the National Endowment for the Humanities We the People initiative, is an opportunity for educators (and ultimately their students) to gain a better understanding of Mount Vernon as a crossroads for the discussion of ideas that led to the Constitution. In brief, the workshop offers academic content about Mount Vernon, George Washington, and the Constitution; the opportunity to engage in scholarly discourse with leading academics; a stipend to help cover housing and meal costs; a transportation allowance; networking with other social studies teachers from around the nation; and ongoing professional development opportunities and the opportunity to earn graduate credit.
From the Alabama History Education Initiative flyer:
"In the first year, [the Alabama Department of Archives and History] will assemble a committee of twenty master teachers from around the state to develop new curriculum packages. The committee members will receive travel and per diem at the rate set for reimbursement by the state of Alabama for its employees. Also, the committee members will receive a laptop computer upon completion of the project. The committee will meet June 22-26, 2009 at the Alabama Department of Archives and History in Montgomery beginning with a day of immersive classes in Alabama history taught by leading scholars in the field. With data and cooperation from the State Department of Education, a university faculty consultant will lead a review of the State Course of Study, state testing requirements, and existing test performance data to identify the areas of greatest need. Key data sets will include scores from the 2008 administration of the Alabama High School Graduation Exam and student assessments developed as part of several Teaching American History (TAH) grants that are currently underway in the state.
The committee will then begin a collaborative process of designing approximately fifty curricular units based on primary sources identified by ADAH education and archival staff. Units will include reproductions of primary
sources, suggested instructional strategies, correlations to the Alabama Course of Study: Social Studies and National Standards for History, student-oriented learning activities, and assessment tools. Two university faculty
reviewers will evaluate the units, verify their correct alignment to standards, and make suggestions for improvement. Committee members will conduct trial implementations of the units in their own classrooms, noting
areas that merit revision during the second year of development.
The second year of the project will replicate the first, with a new class of twenty teachers receiving orientation and developing another fifty curriculum units. In addition, the first year’s committee members will begin providing multiple professional development sessions in each of the state’s in-service centers, a process that will put the committee-developed resources in the hands of as many as one thousand classroom teachers across the state. The university consultant, reviewers, and ADAH education staff will make site visits to classrooms in order to observe the use of the curricular materials and evaluate their effectiveness. University faculty will also begin incorporating the curricular materials in pre-teacher training. ADAH will post the curricular resources on its Web site and distribute them upon request on compact disc, making it possible for every history teacher in the state to reproduce the materials and implement them in the classroom."
No details available.