At this workshop, teachers may test curriculum produced by Densho, an award-winning leader in the field of oral history, while they gain expertise in working with oral histories in the classroom. The workshop will present innovative lessons that include primary sources drawn from Densho's Digital Archive of interviews, photos, and documents. The workshop will introduce new social studies units for elementary, middle, and high school that are aligned with Washington State Classroom Based Assessments (CBAs).

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.

Dr. John Barrett of St. Johns University of Law (one of the foremost Nuremberg Trials historian in the United States) will give the background and importance of the Nuremberg Trials. John Q. Barrett is a Professor of Law at St. Johns University School of Law in New York City, where he teaches constitutional law, criminal procedure, and legal history. Professor Barrett currently is working on a biography of Justice Jackson that will include the first inside account of his year (1945–46) away from the Supreme Court as the chief American prosecutor of the principal surviving Nazi leaders at the International Military Tribunal in Nuremberg, Germany. He will be followed by three veterans of the First Division who were guards or military police during the trials who will share their experiences.

In the second volume of his epic trilogy about the liberation of Europe in World War II, Pulitzer Prize winner Rick Atkinson tells the harrowing story of the campaigns in Sicily and Italy. Attendees at this event join author Rick Atkinson as he discusses his new book in the Liberation Trilogy, The Day of Battle. A book signing will follow.

Facing History is excited to present its first community event in Chattanooga featuring author and concert pianist Mona Golabek. Golabek is an internationally acclaimed concert pianist, the host of a syndicated classical music radio show, and the author of The Children of Willesden Lane, the story of her mother's rescue from Nazi-occupied Austria on a Kindertransport and her teenage years as a refugee. Through a powerful musical and narrative performance, Ms. Golabek will relate her family history and address Facing History themes of identity, participation, courage, and resilience.

This event presents a reading and discussion with Rick Hollander, editor of Every Day Lasts a Year: A Jewish Family's Correspondence from Poland. He will recount his family's poignant experiences before and during the Holocaust as revealed through letters found after his parents' deaths.

This workshop will introduce two Holocaust related books: Anton the Dove Fancier and Parallel Journeys. In addition to connecting the content of these books to the Facing History themes of identity, membership, and conformity, facilitators will demonstrate concrete literacy strategies which teachers can implement in their classrooms.