Design and implementation of a Fort Lewis College summer Native American language institute. 

This project promotes Native American cultural and linguistic revitalization efforts through a theme-based language learning approach that centers Native American beliefs on animacy. This approach centers Native American ways of being to promote not only revitalization of Native languages but also related cultural revitalization, as Native languages describe a world in action and worldview. This approach encourages Native self-identity and furthers awareness of oneself in relation to the world from a Native perspective. We encourage and stimulate Native language learning that excites eager learners to take on the monumental task of learning a language facing extinction and fraught with challenges related to the effects of colonialism. To change the course of language loss, we encourage learners of all abilities, confront shame, and guilt in the process, and incite the needed fanaticism for one to learn their Native language at Fort Lewis College in Durango, CO.

A three-year project to develop community-engaged curriculum on the role of young people in Colorado, New Mexico, and Wyoming in the history of the Chicano movement (El Movimiento).

This proposed curricular initiative centers and cultivates young people as agents in and storytellers of the struggle for racial justice in Colorado and the Front Range region of the larger Rocky Mountain West. With an initial focus on the history of Chicanx youth activism, it is an intentional university-wide and public good focused humanities-centered curricular collaboration that involves students, faculty, and various community partners in the collaborative work of recovering and documenting the racial justice efforts of earlier youth populations in the region, while fostering an historically informed perspective for racial justice work in the present and future.

No project description available

To study the needs and resources for implementing the American Issues Forum in the six-state area of Colorado, Montana, North and South Dakota, Utah and Wyoming in order to increase citizen participation in this Forum. To establish a director and the staff in locating the needs and the Resources in the states.

The development and teaching of a first-year undergraduate seminar, designed primarily for honors students, to explore the purpose of art.

This NEH Enduring Questions course delivers an open and sustained inquiry into the question, What is Art For?, across a range of historical periods and linguistic traditions. The freshman-level honors course, designed for a sixteen-week semester, is interdisciplinary in emphasis and open to students from all majors. The course develops the range of the question, What is Art For?, through a number of significant contexts that provide meaningful ways of addressing it. Each section of the course—On Truth; On Power; On Character; On Beauty and Culture—draws from among works of literature, drama, philosophy, the visual arts, music, and film that together offer a plurality of perspectives on the ways in which people throughout history have understood the purpose of art.

A five-day workshop and follow-up activities for thirty teachers from a seven-state region to study the emergence of modern Japan from the late Tokugawa period through the Meiji period (1853 to 1911).

The University of Colorado Program for Teaching East Asia proposes "Visualizing Japan in Modern World History" (dates 11/1/08-10/31/09), a digital humanities workshop to introduce teachers to new scholarship and resources on the development of modern Japan from 1853-1911/late Tokugawa-Meji periods. The workshop will be based on MIT's "Visualizing Cultures" (VC), a state-of-the-art digital project containing modules and databases that enable scholars, teachers, and students to engage with rare art resources to examine Japan's path to modern nation-state and empire. Through this residential workshop, 30 secondary teachers from seven states will work with leading scholars and curriculum developers to integrate the VC project's cutting-edge scholarship, previously inaccessible humanities resources, and creative pedagogy into world history and other appropriate curricula. Participating teachers will develop lessons to use in their own teaching and shared with other educators nationally.

The teachers' institute "The Five States of Colorado," High Plains Chautauqua, Young Chautauqua, speakers bureau, community forums on Colorado history, and a grant initiative.

We the People: A Colorado Initiative (2005) consists of four program areas: Chautauqua, teacher institutes, regrants, and public programs. CEH will use tested formats to develop and implement quality programs in relation to several new priorities implemented in 2004 and carried forward for 2005: providing opportunities for children to research topics in American history; meeting the content needs of K-12 teachers; and increasing the emphasis across CEH programs in civics education and American history.

To support Chautauqua presentations in Greeley in August 2007 on the theme, "The American Spirit: Colonials and Revolutionaries," and in Grand Junction on the theme, "1776;" Young Chautauqua activities in 8 communities; the Chautauqua Speakers Bureau. a teachers institute on Arapaho history and traditions; and program and research grants for community projects, with particular encouragement for projects on the 75th Anniversary Celebration of the New Deal.

We the People: A Colorado Initiative (2007) consists of 3 program areas: Chautauqua, Teacher Institute and a Regrant Program. With NEH funds, CH will expand programs of high quality historical portrayals by scholar/presenters; increase opportunities for K-12 students to research and present portrayals of historical figures; and will provide a unique learning experience for K-12 teachers. Through the Regrants Program, CH will support public humanities programs throughout Colorado.

To support the High Plains and Two Rivers Chautauqua festivals in 2009; the expansion of the 2009 Young Chautauqua program; the Chautauqua Speakers Bureau; the 2010 tour of the traveling exhibition, "Between Fences: Web Resources on Native AmericanTopics;" and grants for programs and research on significant historical and current themes in Colorado and American history and culture.

We the People: A Colorado Initiative (2009) consists of 3 program areas: I. History, II. Education Resources, and III. a Regrant Program. I. With NEH funds, CH will expand History programs, including high quality historical portrayals by scholar/presenters in our High Plains and Two Rivers Chautauqua festivals and Chautauqua Speakers Bureau; increase opportunities for K-12 students to research and present portrayals of historical figures in our Young Chautauqua program; and build capacity of small museums participating in the inaugural Colorado tour of "Between Fences," a Museum on Main Street exhibit. II. We will launch on our website Educational Resources from our Native American Institutes for K-12 teachers. III. Through the Regrants Program, CH will support public humanities programs throughout Colorado.

No project description available

Two one-week workshops for 72 school teachers to study Pueblo history and culture through the archaeology of Mesa Verde.

Mesa Verde National Park and Pueblo Indian History is a one-week residence-based workshop that will be offered twice during the summer of 2020, each time for 36 K–12 educators. The Workshop focuses on three fundamental questions: 1) How do we come to know and appreciate the time depth, people, and activities that comprise the past and shaped our contemporary world? 2) Who creates America’s history and culture? 3) How do contemporary Pueblo people (and all Americans not of European descent) balance their cultural identity and continuity with Euro American ideals of assimilation and the melting pot? These questions touch the lives of all Americans today, and the Workshop offers historic and multicultural perspectives using Mesa Verde National Park and the surrounding Mesa Verde Region—home to humans for over 10,000 years and containing some of the world’s greatest archaeological treasures.

Two one-week workshops for eighty school teachers using the life and biography of Molly Brown to examine the American West in the late nineteenth and early twentieth centuries.

The Molly Brown House Museum plans to conduct two week-long teacher training workshops to explore biography and its relationship to the larger narrative of the trans-Mississippi West in the 19th and early 20th century. Expressing myth or fiction, community identity, popular story telling or the historical narrative of a particular time and place, biography has numerous uses that make tangible important humanities themes. These themes include the use of biography in history, the application of biography as a tool to express regional identity, and the presentation of the past through popular culture outlets, such as literature, theater, opera and cinema.

Two one-week Landmarks workshops for eighty school teachers to study Pueblo history and culture through the archaeology of Mesa Verde.

Two one-week Landmarks workshops for eighty school teachers to study Pueblo history and culture through the archaeology of Mesa Verde. These workshops immerse teachers in the study of America's Pueblo people. Teachers explore the beliefs and practices of the Pueblo and learn, through archaeology, how the Pueblo shaped the physical and cultural landscape of the Mesa Verde region. The workshops take place in two locations, Mesa Verde National Historic Park and its neighboring Indian Camp Ranch Archaeological District. These sites, dating from 500 to 1300 CE, are home to "the greatest number of archaeological sites found anywhere in the U.S." Senior archaeologists Shirley Powell and Mark Varien, and Native Pueblo scholars Donna Pino and Ernest M. Vallo, lead the scholarly team. Books by Powell, Varien, and a new work by Scott Ortman, the award-winning Winds from the North: Tewa Origins and Historical Anthropology, anchor the readings. A set of primary documents compiled by Crow Canyon supplement these texts. On Monday and Tuesday, lectures cover the main themes of ancient Pueblo history; sessions on the laboratory and field methods used by archaeologists introduce teachers to relevant techniques and interpretive methods. Teachers then spend two days in Mesa Verde studying cliff dwellings, rock images, and related artifacts that illuminate Pueblo life. Crow Canyon archaeologists Scott Ortman, Kari Schleher, and Shanna Diederichs give participants the opportunity to study the sites in small groups and to participate in an active excavation. On Friday at Crow Canyon, participants discuss the week's activities with a view toward integrating the academic and field experiences. Participants also have the opportunity to share plans for translating workshop material into the classroom.

Planning for the reinterpretation of an 1850s U.S. Army fort in south-central Colorado.

History Colorado seeks funding for a Historic Places Planning Grant to fund a revised interpretive plan for the Fort Garland Museum and Cultural Center, located in the San Luis Valley of south-central Colorado. The interpretation will navigate the rich history of the region and explore the humanities themes of 1) environment has a cultural impact, 2) borderlands define and impact political and social history, 3) cultures influence the traditions of the region and have created layers of identity, and 4) engagement, activism, and community memory help to define the resilience of the borderlands.

To support an endowment for a visiting professorship, library acquisitions in the humanities, and curricular development activities, including summer grants,release time, guest speakers, instructional materials, and faculty meetings.

Endowment for a distance-learning program in archaeology.

Endowment for humanities programming in new facilities on the Southern Ute Reservation.

The Southern Ute Cultural Center and Museum (SUCCM) requests a $500,000 challenge grant from the National Endowment for the Humanities to leverage an additional $1,500,000 to build the museum's endowment and transform its long-term interpretation of the humanities to its audience through innovative exhibitions and creative educational programs. The humanities initiative will be the heart and soul of the new 52,000 square feet museum building now under construction on the Southern Ute Reservation. This building which has been a dream of the Southern Ute people since the cultural center /museum was founded in 1972 represents a profound commitment on the part of the Southern Ute government and tribal members to ensure that the history and culture of the Ute people is preserved and will be shared with tribal members and the general public.

Debt retirement for the purchase of a Masonic Lodge building in downtown Boulder, Colorado to be repurposed into the new Museum of Boulder.

The Boulder History Museum requests a $500,000 Challenge Grant from the National Endowment for the Humanities to support the purchase of a Masonic Lodge building in downtown Boulder, Colorado. The Challenge Grant of $500,000 will be matched with $2,140,000 raised through a capital campaign. The Masonic Lodge will be re-purposed into the Museum of Boulder, a dynamic state-of-the-art museum that will explore the history of the Boulder region.

Renovations in Colorado State University’s Andrew G. Clark building for the construction of a new Center for Engaged Humanities in Fort Collins, Colorado. 

The College of Liberal Arts at Colorado State University (CSU) seeks funding to support the renovation of space to house the newly-formed Center for Engaged Humanities. The Center renews the university’s land grant mission by engaging members of the public and community organizations as critical collaborators in humanities scholarship and programming designed to strengthen local, state, and regional democratic institutions and directly engage the needs of all Colorado residents. Operating as a humanistic thinktank and an engagement laboratory, the Center will match humanities expertise to community needs, train students and faculty in engaged scholarship best practices and model the humanities’ capacity to unite physical, cultural and human architectures in democratic decision making processes. As a highly visible, accessible campus portal devoted to serving the public, it likewise seeks to build trust and community investment in higher education institutions in the Intermountain West.

No project description available

To support an endowment for a new curatorial position for a specialist in Native American studies and for the renovation of storage and gallery spaces.

To support endowment of new staff positions to expand the Center's educational activities.

Developing an interdisciplinary general studies program.

To support consultant help in the overall strengthening of the humanities.

Consultant help is sought in evaluating the honors program at the Colorado Springs campus and offering suggestions for revision.