An 31-month project to revise undergraduate courses to include local history and experiential learning activities in order to inform the development of digital maps.

We propose to create a place-based experiential curriculum and a related website. We intend to design and implement the curriculum for two place-based college-level history courses that will engage students in hands-on activities with original archival sources and the development of public humanities content. The research and in-class artifacts produced by the project personnel and students enrolled in the proposed courses will contribute to a website that will offer open-access educational resources to educators, K-12 students, and the public. The intellectual and conceptual foundation of the project is a 1935 mural by Joe Jones titled "The Struggle in the South." The mural is housed and accessible to the public at UA Little Rock Downtown, which is part of the Downtown campus of the University of Arkansas at Little Rock and the leading partner on the proposed project. Other project partners include the Center for Arkansas History and Culture and UALR History Department.

The development by two faculty members of a course to explore the question, What is education?

This proposal seeks funding to support the development and implementation of a new undergraduate, lower-level course in the Department of Philosophy and Liberal Studies at the University of Arkansas, Little Rock. We seek to construct a course around the enduring question, "What is education?" that will pull from a variety of texts throughout different historical and cultural traditions. The course will be planned and taught by Dr. Allison Merrick and Dr. Rochelle Green and will be made available to students regardless of major or chosen field of study.

The development of a course for third- and fourth-year undergraduates on concepts of morality, as represented in literature from different times and cultures.

A course for third- and fourth-year undergraduates on concepts of morality, as represented in literature from different times and cultures. The course on the question, Can good books make us better people? examines ways in which stories have been used for moral instruction. During the first unit of the course, Religious and Originary Texts, students read selections from the Indian epic, the Mahabharata; the Qur'an; the Bible; and Greek mythology as both literary productions and declarations of cultural values. The second unit, Teaching Tales, Fairy Tales and Moral Entertainments, focuses on allegorical tales for children as exemplified in Aesop's fables and the Indian Panchatantra. It then turns to the heavily symbolic märchen of the Grimm brothers and the inventive, ambiguous stories of Hans Christian Anderson before concluding with darker, more challenging selections from The Arabian Nights and Dante's Inferno. The third unit, Satire, focuses on the ways that humor and caricature work with and against our natural desires to identify with fictional characters as exemplified in works by Aristophanes, Jonathan Swift, and Molière. During the final unit, "Colonial Encounters and Cosmopolitanisms," students read Aphra Behn's Oroonoko; selections from Anton Chekhov, Italo Calvino, and Archibald Colquhoun's The Nonexistent Knight and The Cloven Viscount; and Alison Bechdel's Fun House. Students learn to analyze narrative texts for their literary value and effects, becoming conversant in character development, narrative perspective, description, dialogue, doubling and repetition, metaphor, story structure (including withholding and suspense), and the creation and use of dramatic conflict. They are asked to tease out the moral axes in each text--to describe a character's decision points, for example, and how these emerge out of and thereby reveal his or her nature. They then discuss whether or how narrative offers the possibility of different, equally plausible plot lines. Three course assignments include a paper discussing the moral values of a text discussed in class, a short story that proceeds from a clear moral dilemma, and a short reflective essay on the writing process.

The annual statewide History Day in Arkansas program, website development of the Encyclopedia of Arkansas History and Culture, and documentation, preservation and interpretation of African-American cemeteries in Arkansas.

The Arkansas Humanities Council will allocate We the People funds to three council projects that are consistent with the purposes of the WTP initiative: the annual statewide History Day in Arkansas program conducted by the University of Central Arkansas, the website development component of the the Butler Center for Arkansas Studies' Encyclopedia of Arkansas History and Culture, and ongoing documentation, preservation, and interpretation of African American cemeteries around the state conducted by the Arkansas Chapter of the Afro-American Historical and Genealogical Society.

To support the annual statewide History Day in Arkansas program, enhancement of the online component of the Encylopedia of Arkansas History, and the development of a new eighth-grade Arkansas history textbook.

The Arkansas Humanities Council will allocate We the People funds to three statewide projects that are consistent with the purposes of the WTP initiative and the council's own core goals: the annual statewide History Day in Arkansas program, enhancement of the online component of the Encyclopedia of Arkansas History, and the development of a new eighth-grade Arkansas history textbook.

History Day in Arkansas and the AHC's long-standing African-American cemetery project. A program officer will be devoted to this project which preserves, document, and interpret not only cemeteries, but the histories of the long ignored African American communities in Arkansas.

The Arkansas Humanities Council proposes to allocate We the People funds to two statewide programs consistent with the purposes of the WTP initiative and the council's own core goals: the annual statewide History Day in Arkansas program conducted by the University of Central Arkansas and our own program of grants, training, and technical assistance to local groups working to preserve, document, and interpret imperieled African American cenmeteries around the state.

To support History Day in Arkansas, and continuation of the African American cemetery program to preserve, document and interpret African American cemeteries and African American communities in Arkansas.

The Arkansas Humanities Council proposes to use its 2010 We the People allocation to support two projects that are consistent with the WTP initiative and that reflect two of our core program emphases, strengthening and supporting humanities teaching and learning in Arkansas school classrooms and supporting statewide efforts to document and interpret Arkansas history and heritage. We propose to provide contractual support to the University of Central Arkansas for History Day in Arkansas and to apply the bulk of this year's WTP funds to broadening the impact of our own four-year-old initiative to support local groups working to preserve, document, and interpret hundreds of imperiled African American cemeteries around Arkansas

To augment an endowment to provide summer seminars and fellowships for faculty and to support visiting scholars and lecturers in order to strengthen the required curriculum of its collegiate center.

To support the acquisition of humanities texts and materials for the university's library.

Endowment for a faculty director, faculty development workshops, visiting lecturers, and library acquisitions on behalf of a freshman-year core course.

Hendrix College seeks a $500,000 challenge grant from the National Endowment for the Humanities to create an endowment that will allow us to develop, to support, and to enrich its core course, presently known as Journeys, in the years ahead. To be matched 4:1 by the College, the new endowment will increase the current endowment, raised with the assistance of an NEH Challenge Grant awarded in 1986 to develop and support the progenitor of Journeys. Specifically, Hendrix will endow a directorship for a full-time faculty member to provide leadership for the course, continue and enhance faculty development workshops, invite expert guest faculty to those workshops, establish a visiting lecture series for the course, and increase library resources for the course, including access to electronic reserves. This endowment will enable us to support a course even more ambitious in scope, more demanding of faculty and students, and richer in its supplementary activities, than the course it has replaced.

Endowment for a half-time humanities educator position to expand programming.

Old Independence Regional Museum in Batesville, Arkansas, seeks an NEH Challenge Grant to help fund a part-time education position, a key element in the expanding organization's outreach program. Endowment funds would be designated to support the annual salary (half-time) of a museum educator devoted to school and family humanities projects. Old Independence is a regional museum of history and culture serving a 12 county area in north central Arkansas. The museum's physical expansion project, which will quadruple exhibit and program space, is scheduled for completion in the fall of 2005. The new education position will complement the physical expansion with innovative on-site and off-site outreach programs that relate the particularities of Arkansas Ozarks and Delta areas to broad developments in American history and culture.

Construction, fixtures, furniture, equipment, and fundraising expenses for a new museum facility that will house interpretive exhibit galleries, collections processing and storage areas, programming spaces, and offices.

The Rogers Historical Museum seeks an NEH Challenge Grant of $800,000 to assist in the construction of a new facility to house exhibit galleries, collections processing and storage areas, programming spaces, and offices. After completion of the new facility, the current main facility will be used primarily for education. This new facility will more than triple the Museum’s current gallery space and will more than double its programming space and its collections storage and processing space. With this expansion the Museum will be able to grow its already impressive humanities collections and will be able to expand upon its long tradition of providing quality humanities exhibits and programs. In the new facility the Museum will implement an exciting new interpretive plan which will make area history, and thus the Museum itself, relevant to the increasingly diverse population of Northwest Arkansas, the rapidly growing area the Museum serves.

No project description available

To produce a coherent humanities program, with writing component, for students not majoring in the liberal arts.

Consultant help is sought in structuring an international studies program that will attract largely career-oriented students.

Consultant help is sought in re-evaluating who prefer career-oriented courses and reject value-oriented courses; and to enable all students to reach an acceptable standard of literacy.

To support consultative assistance in the revision of general education requirements in the humanities and the development of a new humanities survey course with a focus on ethics and international affairs.

To support the videotaping of five classroom lectures by distinguished architects for future instructional use and dissemination, upon request, to accredited schools of architecture.

To support a 30-month project to create an interdisciplinary humanities core curriculum that will integrate history, literature, and the fine arts for a four-year honors program.

A SCHOOLS FOR A NEW MILLENNIUM project for the Arkansas Archaeological Survey and the Blytheville School District to create an archaeology-centered curriculum for fifth and sixth graders at a newly established magnet school.

To support a revised international studies curriculum with three new interdisciplinary courses.

A program to facilitate careful consideration of alternative methods of providing instruction in the humanities. A two-day seminar in August to initiate the study of curriculum and program development, with continuous meetings throughout the year. Investigation of interdisciplinary courses, team teaching, educational needs of disadvantaged students, cooperation with other institutions and community agencies, and method of evaluation.

No project description available

No project description available

To conduct a five-week summer writing program designed to provide training in the teaching of basic writing skills to 25 junior-senior high school English teachers.