A two-year project collaboration of university faculty and high school teachers to study the relationship between migration and cultural heritage preservation in Albuquerque, New Mexico.

The Culturally Mapping Albuquerque project brings together scholars, educators, cultural workers, and students to collect, analyze, and interpret narratives on the relationship between migration and cultural heritage preservation in the city of Albuquerque, New Mexico. Over a 24-month period, faculty from across the US and UNM, high school teachers from Albuquerque Public Schools, and cultural workers from the city of Albuquerque will meet in workshops, roundtables, and a major public symposium to develop humanistic understandings of the ways human mobility and cultural heritage efforts shape city landscapes. The city of Albuquerque is a critical site of analysis because of its rich cultural services and long history of multicultural and multi-ethnic communities. Participants will examine Indigenous migration stories, artistic and literary presentations of transcontinental settlement, and global art productions of migrations and relocations that define New Mexicans in the 21^st century.

An eighteen-month project to create digital resources using the Institute of American Indian Arts' Collection of Contemporary Native American Art, develop two new interdisciplinary digital humanities courses, and enable faculty members to use digital humanities resources to enhance their teaching.

"The IAIA Digital Curation Project" is an eighteen-month endeavor to create digital resources using the Institute of American Indian Arts' Collection of Contemporary Native American Art, to develop two new interdisciplinary digital humanities courses, and to enable faculty members to use digital humanities resources to enhance their teaching. The program explores digital technology for cultural heritage preservation through faculty symposia, curriculum development, and the production of new digital resources, engaging with the ways that these innovations can be used to sustain, to grow, and to share Native culture and wisdom. Building on the advanced technological capacity of the institution's New Media Arts program and its Museum Studies program, which uniquely specializes in tribal museum management and collections care, project directors J. Carlos Peinado (new media arts) and Jessie Ryker-Crawford (museum studies) lead IAIA faculty in examining the use of digital technologies in the research, preservation, interpretation, and representation of cultural heritage. Under their guidance, a team of "Student Technology Scholars" create high-definition 3D scans of pottery, sculpture, and other material culture objects from the IAIA Collection of Contemporary Native American Art (one of the largest collections of contemporary Native American art in the country) and create educational material contextualizing each scanned object, yielding an interactive online archive where scholars can view, manipulate, and learn about these Native American cultural objects. Two symposia bring IAIA faculty together with members of the project's advisory council to address digital humanities resources and issues for Native American-serving institutions and collections. These council members represent a wide range of collaborating institutions, including the Indian Pueblo Cultural Center, Dartmouth College Native American Studies Department and Hood Museum, Los Alamos Visual Analytics (LAVA), the University of New Mexico Art, Research, and Technology and Science (ARTS) Lab, and Fort Collins Museum. Two cross-disciplinary digital humanities courses, Software Applications for the Digital Humanities and Cultural Representation in the Digital Humanities, are also developed.

A two-day conference in Fall 2010 with a follow-up meeting for forty New Mexico social studies, language arts, and art teachers (grades 8 and 11) to study cultural and historical experiences of diversity reflected in Picturing America.

The University of New Mexico Art Museum proposes to convene a two-day, National Endowment for the Humanities Picturing America: Making the Human Connections Conference in Fall 2010 and one-day in Spring 2011 for up to 40 New Mexico secondary school teachers whose schools have received the Picturing America portfolio. The conference theme will examine how the cross-curricular study of primary sources (artwork, objects) can motivate students to cross personal boundaries to communicate with the broader narrative of American history, thereby making meaningful and relevant human connections.

The development and teaching of a new undergraduate course on history and memory.

Who decides what societies remember. Who gives form and shape to what societies remember. Who writes the songs that become part of a cultural heritage and how are they then passed down. What is the meaning of monuments memorials and statues when they are first constructed and how does that meaning develop over time. What is the impact of historical landscapes onto historical memory. What is the relationship between personal memory and social memory. And where does national memory come in. When does a new event enter into a societys memory. And how does a past event once overlooked become incorporated into public memory. In this new undergraduate course How Do Societies Remember developed collaboratively by architectural history professor Eleni Bastea and history professor Melissa Bokovoy we will examine the above questions through the prisms of historical and literary sources as well as works of art architecture and music.

A two-year project to create a culturally sustaining humanities curriculum and undergraduate research opportunities that emphasize local Hispanic and Indigenous authors and history.

This projects combines a focus on culturally-responsive and sustaining pedagogy with an undergraduate research program in the Humanities. This combination of factors will engage students in their own heritage and culture, leading to increased retention and completion.

A series of activities that will commemorate New Mexico's centennial of statehood in 2012 including a website, statewide public meetings and the development of a Centennial Speakers bureau and a Chautauqua program.

New Mexico will celebrate its Centennial of Statehood in 2012. During the next twelve to eighteen months the New Mexico Humanities Council will 1) upgrade and reconfigure the existing NMHC web site to include a new web site subsection dedicated to Centennial planning and events; 2) convene stakeholders statewide to develop a plan for public activities; 3) hold public meetings in 4-6 New Mexico communities; 4) create a Centennial Speakers and Chautauqua Program; 5) record Centennial presentations for a variety of dissemination methods.

Planning and programming for the New Mexico Centennial of Statehood in 2012.

The New Mexico Humanities Council will continue to build upon its planning and programming for the New Mexico Centennial of Statehood in 2012. NEH We the People funds will be used for 1) regrant projects addressing the RFP, "What Does it Mean to be a New Mexican?, and 2) the National History Day competition.

to support the initiative "What Does It Mean to be a New Mexican?" through grants and sponsorship of National History Day in New Mexico. Participants are encouraged to explore such issues as New Mexican history, comparison of founding documents of the United States and New Mexico, land ownership, and cultural pluralism and diversity.

The NMHC requests funding support from the NEH "We the People" initiative to support activities related to the RFP, "What Does it Mean to be a New Mexican?" It will build upon its planning and programming for the New Mexico Centennial of statehood in 2012. NEH We the People funds will be used for 1) regrant projects, and 2) the National History Day competition.

Two one-week workshops for 72 K-12 educators on the interaction between Native Americans and European settlers in Santa Fe.

The University of New Mexico is seeking a grant award to provide teacher workshops during the summer of 2021. Santa Fe, a city boasting a 400+ year history as the recognized capital will be the site of this workshop. The extensive history of the continuously occupied historic sites offers a rich opportunity for teachers from around the U.S. to study the history and culture of the area by investigating the historic sites of Santa Fe and area Pueblos. The workshops will be structured around the concept of homelands and include the study of historic sites, artifacts and stories in Santa Fe, NM and surrounding communities. The Camino Real de Tierra Adentro and the Palace of the Governors will be interpreted, studied and contrasted with the Pueblo history of the region, including Taos Pueblo, to understand the complexity of historical homelands. Structures, museums, centers and libraries in Santa Fe housing artifact and document collections will be utilized to foster deeper understandings.

Two one-week Landmarks workshops for eighty school teachers on the history of interactions between Native Americans and Spanish and Anglo settlers in Santa Fe.

"Contested Homelands: Knowledge, History and Culture of Historic Santa Fe" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for eighty schoolteachers on the history of interactions between Native Americans and European settlers in Santa Fe. The program considers the ways in which Native Americans, Spanish and Mexican colonists, and settlers have interacted in Santa Fe and the surrounding communities over the past 400 years. The workshops begin with a discussion of the framing concept of "homelands," examining the processes of colonization and resistance that characterized the Santa Fe region. They then turn to the ways that religion, artistic production, history, and memory shape the relationship of peoples to their homelands and consider how historic sites reflect contested claims to, and conflicting perceptions of, homelands. Sites under examination include Pecos National Park, where participants learn about the pre-colonial Pueblo system; vestiges of El Camino Real de Tierra Adentro, the road linking Santa Fe to Mexico City; the Palace of the Governors, built in the early seventeenth century as Santa Fe's administrative center and the site of many workshop sessions; the Governor Bent house, home of the territorial governor who was killed by a group of Indians and Mexicans in protest against American rule; and Taos Pueblo, a UNESCO World Heritage site. Participants also visit the New Mexico Museum of Art and the Wheelwright Museum of the Native American and work with primary sources from the New Mexico State Archives and Library. In addition to project director Rebecca Sánchez, an expert in social studies education, workshop faculty members include historians Estevan Rael-Gálvez (New Mexico State Historian), Joseph Sánchez (Spanish Colonial Research Center, University of New Mexico), and Thomas Chávez (independent scholar and director emeritus, Palace of the Governors); anthropologist Frances Levine (Palace of the Governors); and education professors Quincy Spurlin (University of New Mexico) and Glenabah Martinez (University of New Mexico), as well as artists, archivists, and curatorial staff.

To support library renovation and endowment expansion.

To endow a Distinguished Teaching Professorship in the Humanities that will be filled on a rotating two-year term. The incumbent professor will do teaching-related research and will lead a faculty study group.

To support endowment for the position of Curator of Exhibitions; honoraria for guest curators, authors, advisers, and speakers; and annual support for catalogs and videos.

Construction of a Center for Research and Cultural Exchange and endowment for a visiting scholar program and technology expenses.

The Institute of American Indian and Alaska Native Culture and Arts Development known as IAIA submits this matching grant to the National Endowment for the Humanities for a two fold purpose; the construction of the Center for Research and Cultural Exchange and the implementation of educational, cultural research programming through the first ever visiting tribal college scholars program as part of our Lifelong Learning Center Program and Center. IAIA requests $750,000 from the Humanities and will match that amount over four years with $2,250,000 for a total of $3,000,000. One million, five hundred thousand ($1,500,000) will be used for the construction of the Center and $1,500,000 will be invested in an endowment for the visiting scholars program.

Replacement of obsolete water, sewer, and electrical systems in the 1915 Shuler Theater located in Raton, New Mexico.

The City of Raton, located in northeastern rural New Mexico, seeks support for its Shuler Theater Restoration Project. The historic Shuler Theater is a New Mexico Registered Cultural Property, the center of the City of Raton's Arts and Culture District, and an essential venue for area residents to access the arts and humanities. Grants funds and raised matching funds will enable the City of Raton to upgrade the Theater's critical plumbing, sewer, and electrical infrastructure.

To help rebuild the museum's endowment and for building improvement.

To support the development of the Museum of Indian Arts and Culture through construction of a wing to house a permanent exhibition, endowment of acquisitions, conservation, exhibitions, public programs, and curatorial internships.

To support building renovations, endowment for three current positions, and fundraising expenses for a Zuni tribal museum.

To support an increase in an endowment for programs in the humanities.

Endowment for Tecolote colloquia for New Mexico educators K-16

Tecolote provides K-16 educators in New Mexico a series of colloquia for building ideas through the structured discussion of centrally important texts and ideas. Instituted in the fall of 2002 with 64 teachers participating, Tecolote consists of eight one-day colloquia on Saturdays in September and February. A unifying theme is selected each year from the "great books" and this theme governs the integrated program of readings Each session follows the discussion mode of learning developed at St. John's and includes a small group tutorial, a larger group seminar and a luncheon with a brief presentation. Participants receive an honorarium for attending. The primary purpose of Tecolote is to return revitalized teachers to their classrooms who are better able to motivate student learning. Both the material studied and the way it is approached are about rediscovering the founding principles of the U.S. and helping build strong, intelligent participation in our civic institutions.

consultant help is sought in developing an area studies program at a vocationalinstitute.

To engage consultant help in evaluating and consolidating the present American West Program at Colorado State University into a coherent and cohesive integrated sciences and humanities program.

To support a program to improve student writing through: 1) a graduate program in rhetoric and the teaching of writing; 2) workshops in writing for faculty invarious disciplines; 3) summer writing workshops for teachers at all levels elementary through university and 4) in-service workshops in school districts.

To support a SCHOOLS FOR A NEW MILLENNIUM planning grant on teaching Shakespeare and New Mexico Pueblo culture at Laguna Middle School on the Languna Pueblo Indian Reservation in New Mexico.

A project designed to realign the graduate history curriculum by focusing on thematic approaches to teaching.