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Keywords: Teaching Native American Histories (ALL of these words -- matching substrings)

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Page size:
 39 items in 1 pages
Award Number Grant ProgramAward RecipientProject TitleAward PeriodApproved Award Total
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 39 items in 1 pages
AC-284513-22Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsWest Texas A & M UniversityForgotten Frontera: The Mexican American Southern Plains2/1/2022 - 1/31/2025$148,728.00Alex HuntKatelyn DenneyWest Texas A & M UniversityCanyonTX79016-0001USA2021Interdisciplinary Studies, GeneralHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs14872801487280

A curricular and co-curricular enrichment initiative focused on the cultural and historical roles of Mexican Americans in the Southern Plains region.  

The Center for the Study of the American West (CSAW) at WTAMU undertakes “Forgotten Frontera: The Mexican American Southern Plains” to preserve cultural heritage and to further teaching/learning in the humanities, including Spanish language and culture, through curricular innovation, faculty development, and community outreach. To build strength in humanities through HSI status, the project emphasizes a marginalized ethnic regional history and the under-appreciated importance of that group’s contribution to regional culture. Visiting scholars will address annual topics of “The Llaneros,” “Mexicanidad,” and “Becoming Mexican American.” WTAMU faculty will develop and offer thematically aligned humanities and language courses each year. Working between the university, its museum, and the community, CSAW will oversee curricular development, discussion of HSI best practices, delivery of new research, and student internships.

AC-284523-22Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsSan Diego State University FoundationBuilding a Comics and Social Justice Curriculum2/1/2022 - 5/31/2024$149,998.00ElizabethAnnPollardPamelaA.JacksonSan Diego State University FoundationSan DiegoCA92182-1931USA2021Interdisciplinary Studies, OtherHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs14999801499980

A two-year project to develop 10 new courses and a certificate program in comic studies.

Scholars who study comics and graphic novels have long recognized their power to perpetuate harmful stereotypes; but also, more recently, their capacity to challenge injustice. Through engagement with issues like racial discrimination, gender inequality, sexual identity, and immigration, the ever-changing medium of comics is a change-maker. Humanists are well-positioned to trace that change and, through scholarship and teaching, make meaning of its power. Comics@SDSU seeks $150,000 for a two-year initiative to 1) develop ten new courses that will deepen and expand our humanistic comics curriculum, 2) use these courses to populate a proposed certificate in Comic Studies, and 3) support workshops that bring scholars to campus to energize comic studies at our Hispanic Serving Institution. The humanistic approach to the study of comics that we will cultivate through workshops, courses and a certificate program will empower thousands of students to visualize and manifest a more just future.

AC-50169-13Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsHeritage UniversitySomos Indios, We Are Indian: Bridging Indigenous Identities1/1/2013 - 6/30/2014$74,247.00Winona Wynn   Heritage UniversityToppenishWA98948-9562USA2012Ethnic StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs742470742470

An eighteen-month curriculum development project for a new Native American and Indigenous Studies program at a Hispanic-serving institution with a large Native American student population.

Heritage University, a private, four-year Hispanic-Serving Institution located on the Yakama Indian Reservation in rural Eastern Washington, proposes an eighteen-month "Somos Indios, We are Indian: Bridging Indigenous Identities" curriculum development project. Processing themes through dialogues with invited scholars will deepen understandings of the shared socio-political histories of our Hispanic and Native American students, thereby providing a critical interdisciplinary Humanities foundation for contested identity dialogue in four key courses of a Native American and Indigenous Studies (NAIS) Program currently under development. Additionally, ten culturally-embedded course assignments or projects following the theme of "We are Indian" will be created and housed in our online Center for Intercultural Learning and Teaching to enhance faculty teaching across the curriculum.

AK-255350-17Education Programs: Humanities ConnectionsRensselaer Polytechnic InstituteBuilding a Humanities Minor: Construction and Critique in Digital Technology5/1/2017 - 9/30/2020$64,670.00JamesW.MalazitaRebecca RouseRensselaer Polytechnic InstituteTroyNY12180-3590USA2017History and Philosophy of Science, Technology, and MedicineHumanities ConnectionsEducation Programs64670044805.440

A two-year interdisciplinary faculty project to develop a four-course minor that integrates critical humanities analysis with applied computer science.

This proposal develops a new, 4-course minor titled "alt.code," to be housed in Rensselaer Polytechnic Institute's School of Humanities, Arts, and Social Sciences. The goal of the project is to develop a humanities curricula that leverages the techno-centric passions of both Humanities and STEM students in our Engineering-Centered Institution, while also providing those students with a critical lens to historicize, contextualize, and deconstruct the roles, values, and histories of digital technology.

AKB-260507-18Education Programs: Humanities Connections Implementation GrantsFITTeaching Business and Labor History to Art and Design Students9/1/2018 - 8/31/2021$100,000.00Daniel Levinson WilkKyunghee PyunFITNew YorkNY10001-5992USA2018Labor HistoryHumanities Connections Implementation GrantsEducation Programs10000001000000

The development of interdisciplinary curriculum integrating business and labor history into professional art and design study.

Through a partnership among History faculty, and Art and Design faculty, "Teaching Business and Labor History to Art and Design Students" will develop curricula intended to educate students about the business and labor history of the art and design professions. Content will explore how this history impacts present-day industry, careers and professional decision-making. Key project elements will include Art-and-Design faculty professional development conducted by History professors; collaborative curricular development; two conferences; and the creation of a resource website. The initiative addresses an expressed need from Art-and-Design faculty and students for a more complete understanding of the historical influences that have shaped art- and design-business management, the creative process, technology and production. The initiative will help ensure that Art and Design students are well-equipped for the professional demands of the 21st Century.

BH-288078-22Education Programs: Landmarks of American History and Culture for K-12 EducatorsFort Peck Community CollegeBuffalo Nations: History and Revitalization of the American Bison10/1/2022 - 9/30/2024$190,000.00Roxann SmithChristineRogersStantonFort Peck Community CollegePoplarMT59255-7819USA2022Native American StudiesLandmarks of American History and Culture for K-12 EducatorsEducation Programs19000001894600

Two week-long workshops for 72 K-12 educators to learn the histories, geographies, and contemporary knowledges of the Buffalo Nations.

This project will prepare 72 K-12 educators from across the U.S. to implement curriculum focusing on the sovereign signatories of the landmark InterTribal Buffalo Treaty. These Buffalo Nations are leading culturally restorative buffalo conservation efforts – especially with bison being culled from Yellowstone National Park (YNP). Teachers will participate in on-site workshops at YNP – with visits to noted landmark sites, followed by virtual learning. The project is led by educators from Fort Peck Community College, Montana State University, and Ecology Project International. Presenters from the Fort Peck Assiniboine & Sioux as well as Crow, Blackfeet and Eastern Shoshone Nations will join the Project Team in sharing knowledge and facilitating lesson development pertaining to historical, ecological, political/economic, and cultural literacies. The program will be rooted in the principles of Recognition, Relationships, Responsibility, Respect, Relevance and Reciprocity.

BH-50600-13Education Programs: Landmarks of American History and Culture for K-12 EducatorsFairfield UniversityDuke Ellington and American Popular Culture10/1/2013 - 12/31/2014$177,340.00LauraR.Nash   Fairfield UniversityFairfieldCT06824-5195USA2013Film History and CriticismLandmarks of American History and Culture for K-12 EducatorsEducation Programs1773400169164.740

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world.

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world. This workshop illuminates the life and music of Duke Ellington (1899-1974) in cultural and historical context, using eight compositions (including "Mood Indigo" and "Take the 'A' Train") as "anchor works" for the week's study. Under the direction of music professor Laura Nash, participants engage with Ellington's work and his world through lectures, discussions, hands-on musical participation, and two all-day visits to historic and cultural sites in New York City. Taking the A train to Harlem, participants visit the Sugar Hill Historic District, where Ellington lived, and are guided on a private tour of the National Jazz Museum by Executive Director Loren Schoenberg. The second day trip to New York features the resources of Jazz at Lincoln Center with curator Phil Schaap. Participants explore the role of Ellington's radio and television broadcasts at the Paley Media Center with Jim Shanahan (Boston University) and learn about Ellington's long form music at Carnegie Hall, where "Black, Brown, and Beige" premiered in 1943. A jazz show at Birdland Jazz Club and a performance of swing dance music conclude the day visits to New York. In Fairfield, historian and director of Black Studies Yohuru Williams provides relevant grounding in twentieth-century African-American history and addresses intersections of race and popular culture. During the days on campus, music professor and bassist Brian Torff leads a specially assembled live big band in presentations and performances to give participants direct experience with the anchor works and with improvisation, as well as opportunities for discussion with band members. Workshop guest faculty include jazz critic and journalist Gary Giddins; educator and composer David Berger (Juilliard), who transcribed and edited the majority of Ellington's works; and Monsignor John Sanders, trombonist and librarian for the Ellington Orchestra, who shares his first-hand knowledge of playing, working, and traveling with Ellington, and of developing the Ellington archives. Prior to and during the workshop, participants read Ellington's Music is My Mistress; Harvey Cohen's Duke Ellington's America; John Edward Hasse's Beyond Category: The Life and Genius of Duke Ellington; and Mark Tucker's The Duke Ellington Reader. They also have access to a password-protected website with Ellington recordings, sheet music, and video clips.

CH-50421-07Challenge Programs: Challenge GrantsAmerican Musicological Society, Inc.Publishing Musicologal Research in the 21st Century12/1/2005 - 7/31/2011$240,000.00AnneW.Robertson   American Musicological Society, Inc.New YorkNY10012-1502USA2006Music History and CriticismChallenge GrantsChallenge Programs02400000240000

Endowment for publication subventions and an award program in musicology as well as fund-raising costs.

The American Musicological Society seeks an NEH challenge grant of $240,000, which with a 4:1 match will yield $1,200,000. These funds will endow four publication-related initiatives of the Society. The bulk of the funds ($900,000) will create a new subvention supporting the publication of first books by young scholars, whose work often represents the cutting edge of scholarly research, but whose careers are often at their most fragile or challenging point. The remainder will go primarily to existing publication subvention programs, supporting musicological books more generally ($125,000) as well as a monograph series sponsored by the Society ($100,000). These subventions aim to optimize the quality of the best scholarly books on music while keeping their prices affordable. Finally, we propose a new award for books on music in American culture ($50,000), a vital area of musical research that appeals to the broadest literary and musical public.

CH-50926-12Challenge Programs: Challenge GrantsTeachers College, Columbia UniversityHistory Education for All: A Proposal to Establish a Center for History Education at Teachers College at Columbia University12/1/2010 - 7/31/2016$425,000.00Thomas James   Teachers College, Columbia UniversityNew YorkNY10027-6605USA2011U.S. HistoryChallenge GrantsChallenge Programs04250000425000

Endowment for a Center for History Education that includes a graduate fellowship program, a digital history portal, and curricular innovations.

Teachers College proposes a major three-year campaign to endow a Center for History Education with the mission of improving the teaching and learning of American history in high-poverty schools with diverse populations, especially new immigrants and English Language Learners. The focus of these efforts will be to address the question: What does it mean to be an American? The Center’s mission will be to provide a national model of history education for the increasingly diverse student population nationwide through on-site and online professional development activities. The grant endowment will specifically support: establishment of a Center for History Education; development of teaching and learning materials in history to be field-tested with local teachers and put onto a web portal; two fully funded History Fellows (stipend and scholarship) who will develop high-quality teaching resources designed specifically for these student populations.

EH-50022-04Education Programs: Institutes for Higher Education FacultyJohn Carter Brown LibraryBritish and Indigenous Cultural Encounters in Native North America: 1580-178510/1/2004 - 12/31/2005$144,070.00ScottManningStevens   John Carter Brown LibraryProvidenceRI02906USA2004American StudiesInstitutes for Higher Education FacultyEducation Programs14407001401350

A five-week summer institute for twenty-five college teachers on the variety of cultures and experiences that constitute the New World encounter between Native Americans and the British.

The John Carter Brown Library will host this five-week institute for college and university professors in the summer of 2005 which will examine accounts of cultural encounters from documentary, literary and oral sources of the native peoples of North America and of British colonists between 1580 and 1785. Records of such encounters are central to our understanding of the histories of indigenous peoples and British colonials leading up to American independence. Leading scholars in the fields of history, literature, and Native American studies will help provide participants with the means to better integrate these materials from a variety of disciplines into their own teaching and research.

EH-50416-14Education Programs: Institutes for Higher Education FacultyCommunity College Humanities AssociationOn Native Grounds: Studies of Native American Histories and the Land10/1/2014 - 12/31/2015$148,970.00GeorgeL.Scheper   Community College Humanities AssociationBaltimoreMD21237-3899USA2014Native American StudiesInstitutes for Higher Education FacultyEducation Programs14897001425120

A three-week college and university summer institute for twenty participants on Native American history.

The Community College Humanities Association requests funding for a NEH Summer Institute for 20 Summer Scholars at the Library of Congress, Washington, DC, from June 15- July 2, 2015, on the topic “On Native Grounds: Ethnohistorical Studies on Native American Histories and the Land.” Ethnohistorical study of Native American histories and cultures is a growing academic field of scholarship and teaching, and has become indispensable to such other fields as American Studies, American and global history, comparative religion, and art history; a more Native-centric approach has also transformed studies in anthropology and archaeology, and political and legal history. Our eight Visiting Faculty Scholars will present their groundbreaking ethnohistorical research concerning Native American issues of land, sovereignty, culture, and identity. In publicizing, we will make a special outreach to tribal colleges, community colleges, and small liberal arts colleges.

ES-250905-16Education Programs: Institutes for K-12 EducatorsFive Colleges, Inc.Teaching Native American Histories10/1/2016 - 12/31/2017$137,497.00Alice Nash   Five Colleges, Inc.AmherstMA01002-2324USA2016U.S. HistoryInstitutes for K-12 EducatorsEducation Programs1374970126076.510

A two-week summer institute for twenty-five schoolteachers to examine themes of Native American history through the lens of one tribe, the Wampanoags, of southwestern Massachusetts.

This summer institute examines 5 key concepts in Native American Studies through a rigorous interdisciplinary humanities program that includes primary source analysis, museum and Native community visits, and discussions with Native and non-Native presenters. Scholars will live and work together in the Wampanoag homelands of southeastern Massachusetts exploring Native histories and their relationship to contemporary issues through the frameworks of 1)grounded history, 2)identities, 3)land, 4)historical trauma and 5)re-evaluating classroom resources for teaching Native American histories. This subject is timely because a wealth of exciting scholarship has appeared in the last decade, but these new understandings have not been widely incorporated into K-12 or even post-secondary teaching. The Institute is particularly well suited for History and Social Studies teachers because questions about sources and interpretation are integrated throughout and approached from several directions.

ES-261642-18Education Programs: Institutes for K-12 EducatorsFive Colleges, Inc.Teaching Native American Histories10/1/2018 - 12/31/2019$178,564.00Alice NashLinda CoombsFive Colleges, Inc.AmherstMA01002-2324USA2018U.S. HistoryInstitutes for K-12 EducatorsEducation Programs1785640171151.380

A three-week institute for 25 school teachers on the history of Native Americans in New England.

This summer institute examines five key concepts in Native American Studies through a rigorous, interdisciplinary humanities program that includes primary source analysis, museum and Native community visits, and conversations with Native and non-Native guest presenters. For three weeks, participants will live and work together in the Wampanoag homelands of southeastern Massachusetts to explore Native histories and contemporary issues through the framework of grounded history, identities, land, historical trauma and re-evaluating classroom resources. This topic is timely because a wealth of exciting scholarship has appeared since the turn of the 21st century but these new understandings have not been widely incorporated into K-12 or even post-secondary teaching. The Institute is particularly well suited for History and Social Studies teachers because questions about sources and interpretation are integrated throughout and approached from several directions.

ES-288160-22Education Programs: Institutes for K-12 EducatorsCalifornia State UniversityHuman/Nature: An Exploration of Place, Story, and Climate Futurism10/1/2022 - 9/30/2024$215,000.00Fawn CanadyTroy HicksCalifornia State UniversityRohnert ParkCA94928-3609USA2022Literature, OtherInstitutes for K-12 EducatorsEducation Programs21500002150000

A three-week Level II institute for 25 middle and high school English teachers to study climate futurism.

SSU proposes a new combined format, 3-week summer institute with in-person and virtual convenings for 25 English teachers of grades 6-12. The institute will be held virtually & in-person on SSU’s campus & through field trips to various locations in northern California. The institute will guide participants in an in-depth inquiry into climate futurism alongside literary scholars, teacher-artists, naturalists, & media literacy scholars. Climate futurism is defined here as storytelling that uses climate science as a catalyst to imagine possible climate futures. Storytelling is essential to the humanities, but it also bridges other disciplines like the sciences & helps people imagine alternative outcomes to complex problems. The institute starts with Octavia Butler’s Parable of the Sower & young adult literature in the genre of “cli-fi,” or climate science fiction, to frame field experiences & leads to the development of curricular “Action Plans” for teachers’ use in their own classrooms.

FB-50179-04Research Programs: Fellowships for College Teachers and Independent ScholarsMichael David McNallyHonoring Elders: Ojibwe Aging, Religion, and Authority7/1/2005 - 3/31/2006$40,000.00MichaelDavidMcNally   Carleton CollegeNorthfieldMN55057-4001USA2003American StudiesFellowships for College Teachers and Independent ScholarsResearch Programs400000400000

I seek N.E.H. support for a sabbatical year to complete Honoring Elders, a cultural history of aging, eldership, and the religious/cultural authority of elders among the Ojibwe (Chippewa) people of the Great Lakes region. Ojibwes consider respect for elders to be among their more cherished teachings, a marker of ethnic identity. I explore the rich cultural context of Ojibwe tradition to view the fuller religious significance of aging and the structure of authority vested broadly in elders to determine "tradition" in any given moment. But I also denaturalize Ojibwe eldership, setting it in historical motion to see how the ideal--and its practice in actuality--have fared, changed, and developed over time, especially in the encounter with Christianity and in the resurgence of tradition in the 1970s. Indeed, my central claim brings a detailed consideration of eldership and its authority to bear on the nagging question of the invention of tradition, an interpretive framework rejected by many Native intellectuals. If on Ojibwe grounds tradition is what elders say it is, then it is to the practices of elders' authority that we must turn to grasp the subtlety with which continuity and change fuse in Native American histories.

FB-57108-13Research Programs: Fellowships for College Teachers and Independent ScholarsKaren Carol PintoThe Mediterranean in the Islamic Cartographic Imagination9/1/2014 - 8/31/2015$50,400.00KarenCarolPinto   Regents of the University of Colorado, BoulderGettysburgPA17325-1483USA2012Near and Middle Eastern HistoryFellowships for College Teachers and Independent ScholarsResearch Programs504000504000

A book length historiographic analysis of a large body of rarely studied medieval Islamic maps of the Mediterranean. This research will bring to public light the rich legacy of Islamic maps that have lain virtually ignored in manuscript libraries for generations. The purpose of this analysis is to inform a broad audience of scholars and non-experts about the particular cultural and geopolitical perspective of Islamic cartography across a period of 8 centuries, from the 10th century onwards. This project is intended to create a bridge between Eastern and Western concepts of the history of cartography, and fill in a lacuna in Mediterranean studies: the Islamic perspective.

GI-234952-16Public Programs: America's Historical and Cultural Organizations: Implementation GrantsKemper and Leila Williams Foundation, Inc.Purchased Lives: The American Slave Trade from 1808 to 18655/1/2016 - 12/31/2018$282,190.00Jessica Dorman   Kemper and Leila Williams Foundation, Inc.New OrleansLA70130-2179USA2016U.S. HistoryAmerica's Historical and Cultural Organizations: Implementation GrantsPublic Programs2221906000022219060000

Implementation of a traveling exhibition with artifacts, a panel exhibition, an exhibition guide, and related public programs on the domestic slave trade from 1808 to 1865.

The Historic New Orleans Collection (THNOC) is honored to propose Purchased Lives: The American Slave Trade from 1808 to 1865, a multifaceted project exploring the history of the domestic slave trade from the abolition of the international trade in 1808 to the close of the Civil War. Purchased Lives provides resources for understanding the profound impact of the trade on the millions of enslaved individuals who found themselves forcibly separated from their communities and examines New Orleans’s role as the country’s largest and most profitable slave market. Comprising a traveling exhibition with original artifacts; an illustrated catalog; a slate of related public programs; and a facsimile-based panel exhibition, this important project will engage local, regional, and national audiences in exploring how slavery and the domestic slave trade has shaped American society.

HAA-255979-17Digital Humanities: Digital Humanities Advancement GrantsUniversity of Wisconsin SystemInvestigating the Golden Age of Podcasting through Metadata and Sound10/1/2017 - 6/30/2019$74,972.00JeremyWadeMorrisEric HoytUniversity of Wisconsin SystemMadisonWI53715-1218USA2017Media StudiesDigital Humanities Advancement GrantsDigital Humanities74972074961.520

Prototype development and adaptation of open-source software tools to facilitate large-scale search and analysis of podcasts.

Despite an explosion of interest in podcasts - claims of a “Golden Age” of podcasts abound - sound remains mystifyingly difficult to analyze and the history of this emerging media form is already at risk of being lost. PodcastRE Analytics: Investigating Podcasting through Metadata and Sound aims to put podcasting’s data traces to work, making digital audio more usable, visible and audible than current archives. PodcastRE Analytics leverages the 120,000+ podcasts of the PodcastRE database (, a preservation collaboration between UW-Madison’s Libraries and Dept. of Communication Arts, to pioneer new techniques for the analysis and visualization of audio and metadata. While tools for data mining text archives exist, PodcastRE Analytics will allow users to explore audio in ways that are as familiar as textual resources. Using digital humanities methods, we can better research contemporary culture and investigate a new media form that has captured significant attention.

HAA-261214-18Digital Humanities: Digital Humanities Advancement GrantsCalifornia State UniversityMapping Indigenous American Cultures and Living Histories9/1/2018 - 2/28/2021$50,000.00JanetBerryHess   California State UniversityRohnert ParkCA94928-3609USA2018Cultural HistoryDigital Humanities Advancement GrantsDigital Humanities500000500000

A prototype digital map of three indigenous American nations that will document their geographic ranges, languages, architectural styles, and cultural practices both before and after contact with European settlers.

This Level I project will create the prototype of a digital map of pre- and post-contact American Indian tribal and national regions, cultural histories, and tribally submitted and approved data that is non-archaeological in nature. The prototype, upon completion, will consist of a national map with general information and dynamic details related to three indigenous nations: the Osage, Modoc, and the consolidated Pomo/Miwok. This map will be available to scholars and the public, and envisions future collaboration with, and a centralized reference site for, existing indigenous maps and digital sites. We intend in this project to connect the study of humanities (specifically, indigenous histories and cultures) to conditions of social and cultural life by enabling the public, around the world, to access current and historical maps, cultural practices, and other data related to the life of indigenous peoples.

HAA-277236-21Digital Humanities: Digital Humanities Advancement GrantsUniversity of Southern CaliforniaRemastering the Renaissance: A Virtual Experience of Pope Julius II's Library in Raphael's Stanza della Segnatura1/1/2021 - 12/31/2023$100,000.00Lisa PonCurtis FletcherUniversity of Southern CaliforniaLos AngelesCA90089-0012USA2020Art History and CriticismDigital Humanities Advancement GrantsDigital Humanities10000001000000

Development of a software connector between Unity and Scalar and the publication of a virtual reality experience of Pope Julius’s Stanza della Segnatura.

To develop deliberate-play experiences broadly available beyond museum walls, we need to build, test and implement a bridge that allows Scalar annotations to migrate to and from 3D environments built in Unity, and to port Scalar coordinates in order to allow easeful mapping of images in Scalar onto virtual environments. This new Scalar-Unity bridge will make possible many discursive platforms for virtual visitors. Our proof of concept: the Vatican's Stanza della Segnatura, painted by Raphael as the setting for Pope Julius II's library. We seek to construct an immersive digital environment of that room and its original contents, using Scalar as a back-end authoring platform to annotate and tag connections between the library’s books, images, and themes, and using Unity 3D to visualize them. This virtual reality environment will enable contemporary audiences everywhere to "visit" this canonical space, open window shutters, move furnishings, and select books from recreated shelves.

HB-282314-22Research Programs: Awards for FacultyChristine M. AmiA Study of Diné (Navajo) Traditional Sheep Butchering9/1/2022 - 8/31/2023$60,000.00ChristineM.Ami   Dine CollegeTsalieAZ86556-9998USA2021Native American StudiesAwards for FacultyResearch Programs600000600000

Research and writing a book and development of two undergraduate courses on the practice of butchering in Diné history and culture.

This proposal requests twelve months of funding to support the completion of my first book that re-writes the significance of sheep and the practices of traditional sheep butchering in Diné history and culture from Diné perspectives. Grounded within the Diné practice and philosophy of Dibé éí Diné be’ iiná át’é (Sheep Is Life), this project explores the nuances of sheep butchering techniques, stories, and philosophies in order to understand how dibé actively co-construct Diné identities, histories, and ways of sensing the world even during the dismembering process of traditional butchering. This award period will be spent (1) preparing and submitting a book proposal to a top tier academic press, (2) completing the first full draft of the manuscript, and (3) developing two new course syllabi derived from the book project, which will contribute to the growth of the growing Native American Studies program at Diné College in general and food sovereignty initiatives of the Navajo Nation.

HT-231812-15Digital Humanities: Institutes for Advanced Topics in the Digital HumanitiesIndiana/Purdue University, IndianapolisThe Digital Native American and Indigenous Studies Project1/1/2016 - 1/31/2018$249,817.00JenniferE.Guiliano   Indiana/Purdue University, IndianapolisIndianapolisIN46202-5148USA2015Native American StudiesInstitutes for Advanced Topics in the Digital HumanitiesDigital Humanities2498170210921.270

Three three-day workshops of 35 participants each hosted by Yale University, Northern Arizona University, and Indiana University-Purdue University Indianapolis (IUPUI) on teaching new digital methods and exploring issues of preservation and access in Native American Studies. 

The Digital Native American studies Project (DNSP) proposes to offer three three-day workshops that will educate participants on issues of digital humanities research and methodology in the context of Native American Studies. Native American Studies, an interdisciplinary field of study exploring the history, culture, politics, issues, and contemporary experience of indigenous peoples of America, intersects with a number of issues related to access, preservation, and methodology that are problematized through the development and deployment of digital tools and methods and the conduct of digital research. While tremendous work has been done around the preservation and access of analog materials within Native American communities, there has been much less attention paid to the ways in which digital objects, practices, and methods function within Native communities and through Native American Studies scholarship outside of the anthropological context. Each three-day long workshop will serve thirty-five participants drawn from academic, cultural heritage, and tribal communities.

HT-272565-20Digital Humanities: Institutes for Advanced Topics in the Digital HumanitiesUniversity of Arkansas, FayettevilleSAROI: Spatial Archaeology Residential and Online Studies9/1/2020 - 8/31/2023$250,000.00Carla KlehmJackson CothrenUniversity of Arkansas, FayettevilleFayettevilleAR72701-1201USA2020ArchaeologyInstitutes for Advanced Topics in the Digital HumanitiesDigital Humanities2500000214988.990

An online and in-person mentorship and training program to facilitate collaboration among scholars at the Spatial Archaeology Residential and Online Institute, devoted to large-scale archeological analysis of objects, structures, sites, and landscapes.

The Spatial Archaeology Residential and Online Institute, hosted at the Center for Advanced Spatial Technologies, University of Arkansas, addresses an increasing need for advanced training in spatial methodologies in archaeology and heritage management. Spatial analysis of human behavior involves data on a “very large-scale,” as there are many aspects involved in understanding how humans perceive space, occupy it, and alter it. Obtaining this “very large-scale” data involves the high-density measurement and analysis of objects, structures, sites, and landscapes. Recent developments that allow for higher density and more precision are helping us address complex questions about human nature that heretofore were not possible. SAROI seeks to support 16 junior scholars in an online and in-person training and mentorship program over the course of three years, with the intent of building long-term collaborative relationships among Fellows and between Fellows and SAROI staff.

PW-259117-18Preservation and Access: Humanities Collections and Reference ResourcesCalifornia State University, Northridge, University CorporationCreating a Digital Database of the Richard Cross Photographic Collection at the Tom & Ethel Bradley Center at CSU5/1/2018 - 10/31/2021$315,000.00Jose Luis Benavides   California State University, Northridge, University CorporationNorthridgeCA91330-8316USA2018JournalismHumanities Collections and Reference ResourcesPreservation and Access3150000314561.420

The arrangement, description, and selected digitization of a collection of 35,000 images produced by American photojournalist Richard Cross, documenting civil wars in Central America during the 1970s-80s as well as daily life in the city of Palenque de San Basilio in Colombia, populated by descendants of the oldest community of escaped slaves in the Americas.

This proposal seeks funding to enable the Tom & Ethel Bradley Center to create a digital archive of photographs by Richard Cross. Digitizing these photographs will preserve and allow broad access to a threatened visual repository, which addresses themes of import to Black communities that resisted enslavement, and which embodies the collective visual memory of the lived experience of war in Central America.

RA-235157-16Research Programs: Fellowship Programs at Independent Research InstitutionsJohn Carter Brown LibraryLong-Term Research Fellowships at the John Carter Brown Library1/1/2017 - 6/30/2020$249,612.00Neil Safier   John Carter Brown LibraryProvidenceRI02906USA2016History, OtherFellowship Programs at Independent Research InstitutionsResearch Programs2496120227577.510

18 months of stipend support (3-4 fellowships) per year for three years and a contribution to defray costs associated with the selection of fellows.

The John Carter Brown Library is seeking a renewal of its current funding for long- term NEH fellowships a year to encourage advanced scholarship using the Library's unique and rare collection of materials related to the Americas, north and south, during the colonial period (roughly 1492-1825). The Library seeks to repeat this funding for this purpose every year for a period of three years. The result of the research conducted will be shared with other scholars via the curricula they organize at the institutions of higher learning with which they are primarily affiliated, in the classes they teach, in lectures, seminars, talks, and conferences, on websites and through podcasts and other media, as well as with the public-at-large via the Library’s own publications, exhibitions, and online outreach in Providence and well beyond. (edited by NEH staff)

RA-50004-03Research Programs: Fellowship Programs at Independent Research InstitutionsFolger Shakespeare Library admin by Trustees of Amherst CollegeLong-term Residential Fellowships3/1/2003 - 6/30/2007$378,000.00GailKernPaster   Folger Shakespeare Library admin by Trustees of Amherst CollegeWashingtonDC20003-1004USA2003Interdisciplinary Studies, GeneralFellowship Programs at Independent Research InstitutionsResearch Programs37800003780000

Three fellowships each year for three years.

The Fellowship Program at the Folger Shakespeare Library is an essential component of the Library's mission to render its collection accessible to scholars for advanced research. The program encourages ongoing cross-disciplinary dialogue among the scholars who use the collection. The Folger Shakespeare Library requests funding for 3 long-term (6-9 months) residential fellowship stipends up to $40,000 for the academic years 2004-05, 2005-06, 2006-07, as well as for the costs of publicizing those fellowships and for selecting the fellows. NEH fellows will be joined each year by 2 or 3 long-term fellows and 20-30 short-term (1-3 months) fellows. Additional fellows are supported by funds from the Andrew W. Mellon Foundation and by the Library's endowments.

RA-50040-06Research Programs: Fellowship Programs at Independent Research InstitutionsAmerican Research Institute in TurkeyAdvanced Fellowships for Research in the Humanities in Turkey7/1/2006 - 12/31/2010$198,000.00A.KevinReinhart   American Research Institute in TurkeyPhiladelphiaPA19104-6324USA2006Interdisciplinary Studies, GeneralFellowship Programs at Independent Research InstitutionsResearch Programs19800001980000

The equivalent to 1.5 full-time fellowships per year for three years.

The American Research Institute in Turkey requests support for its fellowship program for advanced research in the humanities in Turkey. Funds for long-term fellowships (tenures from four to twelve months) totaling eighteen months per grant period, are requested from the National Endowment for the Humanities for the academic years 2007-2008, 2008-2009, and 2009-2010. Also requested are funds for a portion of the costs of publicity and selection of the NEH ARIT fellows, beginning in July 2006.

RA-50043-06Research Programs: Fellowship Programs at Independent Research InstitutionsFolger Shakespeare Library admin by Trustees of Amherst CollegeLong-term Residential Fellowships at the Folger Shakespeare Library3/1/2006 - 6/30/2011$535,200.00GailKernPaster   Folger Shakespeare Library admin by Trustees of Amherst CollegeWashingtonDC20003-1004USA2006Interdisciplinary Studies, GeneralFellowship Programs at Independent Research InstitutionsResearch Programs53520005352000

Three fellowships per year for three years.

The Fellowship Program at the Folger Shakespeare Library is an essential component of the Library's mission to render its collections accessible to scholars for advanced research. The program encourages ongoing cross-disciplinary dialogue among scholars who use the collection. The Folger requests funding for 3 long-term fellows per academic year for residencies in 2007-08, 2008-09, and 2009-2010, and requests funds to promote the program and to select the fellows. The long-term fellows form the core of a much larger international program of intellectual exchange about the early modern period.

RA-50103-11Research Programs: Fellowship Programs at Independent Research InstitutionsGetty PublicationsNEH Postdoctoral Residential Fellowships at the Getty Research Institute1/1/2012 - 6/30/2015$267,150.00Alexa Sekyra   Getty PublicationsLos AngelesCA90049-1740USA2011Art History and CriticismFellowship Programs at Independent Research InstitutionsResearch Programs26715002671500

Two ten-month postdoctoral fellowships a year for three years.

This application seeks funding for the Getty Research Institute (GRI) to award three postdoctoral fellowships of ten months duration at a stipend of $45,000 annually for three years. For more than two decades, the Scholars Program has made the GRI's extensive resources for the study of art, art history, architectural history, archeology, the humanities, and social sciences available to scholars from throughout the nation and abroad, has fostered a productive culture of collegiality among fellows and staff, and has enabled the GRI to enhance its services to advance scholarly research and general understanding of the visual arts and visual culture taken in their widest possible significance in a multidisciplinary context.

RA-50108-12Research Programs: Fellowship Programs at Independent Research InstitutionsAmerican Research Institute in TurkeyAdvanced Fellowships for Research in the Humanities at ARIT Centers in Turkey1/1/2013 - 6/30/2016$175,500.00C. Brian Rose   American Research Institute in TurkeyPhiladelphiaPA19104-6324USA2012Interdisciplinary Studies, GeneralFellowship Programs at Independent Research InstitutionsResearch Programs17550001755000

Twelve months of stipend support a year for three years at the American Research Institute in Turkey. Grant funds support fellows' stipends and help defray expenses related to the process of selecting fellows.

The American Research Institute in Turkey requests support for its fellowship program for advanced research in the humanities affiliated with the ARIT centers in Turkey. Funds for long-term fellowships (tenures from four to twelve months) totaling 36 months per grant year, are requested from the National Endowment for the Humanities for the academic years 2012-2013, 2013-2014, 2014-2015. Also requested are funds for a portion of the expense of selecting the ARIT NEH fellows, beginning in January 2013.

RA-50126-14Research Programs: Fellowship Programs at Independent Research InstitutionsAmerican Institute of Indian StudiesResearch Fellowships for Senior Scholars in the Humanities to Conduct their Projects in India1/1/2014 - 6/30/2017$245,175.00Philip Lutgendorf   American Institute of Indian StudiesChicagoIL60637-1539USA2013Area StudiesFellowship Programs at Independent Research InstitutionsResearch Programs24517502451750

Eighteen months of stipend support (2 to 4 fellowships) per year for three years and a contribution to defray costs associated with the selection of fellows.

This proposal seeks support for the award of fellowships to post-doctoral scholars in all fields of the humanities to enable them to undertake their research projects in India.

RA-50142-14Research Programs: Fellowship Programs at Independent Research InstitutionsConsortium for the History of Science, Technology and MedicineLong-Term Research Fellowships at the Philadelphia Area Center for History of Science1/1/2015 - 6/30/2018$121,800.00Babak Ashrafi   Consortium for the History of Science, Technology and MedicinePhiladelphiaPA19106-2426USA2014History of ScienceFellowship Programs at Independent Research InstitutionsResearch Programs1218000113753.380

8 months of fellowship stipends (1 fellowship) per year for three years and a contribution to defray costs associated with the selection of fellows.

The Philadelphia Area Center for History of Science seeks support for fellowships in the humanities over a three year period for advanced study and research in the history of science, medicine and technology. Specifically, the Center requests funding for two long-term fellowships of nine months each per year, for a total of 18 months per year.

RQ-50471-10Research Programs: Scholarly Editions and TranslationsYale UniversityThe New England Indian Papers Series: The Connecticut Colony Collection, 1603-17839/1/2010 - 2/28/2014$250,000.00PaulJosephGrant-Costa   Yale UniversityNew HavenCT06510-1703USA2010Native American StudiesScholarly Editions and TranslationsResearch Programs25000002500000

Preparation for online publication of a scholarly critical edition of Connecticut Native American primary source materials. (36 months)

The Yale Indian Papers Project is a cooperative endeavor among Yale University, the Connecticut State Library, the Connecticut Historical Society, the Massachusetts Archives, and the National Archives (U.K.) to address the dearth of published primary source materials on Connecticut Indians. It intends to fill this informational gap by creating an open-access virtual repository containing digital images of a series of relevant Connecticut Native American documents with corresponding transcriptions and annotations to be prepared during the proposed grant period and presented as The New England Indian Papers Series: The Connecticut Colony Collection, 1603-1783.

RQ-50742-13Research Programs: Scholarly Editions and TranslationsYale UniversityThe New England Indian Papers Series: State of Connecticut Collection, 1783-18693/1/2014 - 12/31/2016$225,000.00PaulJosephGrant-Costa   Yale UniversityNew HavenCT06510-1703USA2013Native American StudiesScholarly Editions and TranslationsResearch Programs2250000224992.320

Preparation for online publication of a critical edition of primary source materials about Native Americans in Connecticut from 1783 to 1869. (36 months)

Organized to address a lack of published records on New England Indians, The Yale Indian Papers Project is a scholarly editing endeavor to publish thousands of primary source documents on the region's Native peoples and communities. Its electronic archives offers new modes of access to significant historical information, bringing together otherwise dispersed material into one critical body of work for the purposes of investigation, analysis, and teaching. Merging innovative technology, modern editing practices, and current scholarly insight from multiple disciplines and communities, the Project brings the study of New England Indians into the 21st century. By this proposal, Yale University requests a Scholarly Editions & Translation Grant for the editorial preparation and electronic publication of The State of Connecticut Collection, 1783-1869, which comprises materials written for, about, and by Connecticut Indians from the American Republic up through the Civil War.

RZ-255635-17Research Programs: Collaborative ResearchUniversity of California, BerkeleyArchaeological Investigation of Hunter-Gatherer Aggregation and Movement in Prehistoric Jordan3/1/2018 - 8/31/2023$200,000.00LisaAnnMaherDanielleA.MacdonaldUniversity of California, BerkeleyBerkeleyCA94704-5940USA2017ArchaeologyCollaborative ResearchResearch Programs20000002000000

Excavation and analysis of early settlements of hunter-gatherers at the Paleolithic site of Kharaneh in eastern Jordan. (36 months)

The transition from hunter-gather to food-producing societies in southwest Asia was a pivotal shift in prehistory. The 20,000-year-old hunter-gatherer aggregation site of Kharaneh IV exhibits multi-seasonal, prolonged and repeated habitation, making it the largest Paleolithic site in the region and one that evidences emerging sedentism and settlement, economic intensification, and ritual behaviors associated with dwelling, almost 8,000 years earlier than previously known. As a central hub of occupation for groups from throughout the region, this site is uniquely able to inform us about the construction of communities and interaction networks across a broad social landscape by exploring the nature and motivations for aggregation by reconstructing the spatial organization of domestic and symbolic activities, and undertaking comparative analyses of material culture at contemporary sites to trace how the site’s inhabitants were integrated into broader spheres of social interaction.

TR-259293-18Public Programs: Media Projects ProductionUniversity of VirginiaClassroom Connections7/1/2018 - 6/30/2020$460,000.00Kevin McFadden   University of VirginiaCharlottesvilleVA22903-4833USA2018History, GeneralMedia Projects ProductionPublic Programs4600000237545.620

Production of fifty-two radio episodes accompanied by an educational outreach campaign.

BackStory—a nationally-syndicated podcast explores the history behind today’s news headlines and the issues we continue to face as a nation. The show fosters a national, conversation on the relevance of U.S. history by engaging general listeners, educators, and students. The proposed Classroom Connections series specifically addresses students and foregrounds BackStory as a leading resource in teaching American history to high schoolers. By engaging with original audio and video content aligned to national Common Core standards, students will gain a more multi-dimensional understanding of history, as well as a more engaging learning experience. Teachers will find additional resources, lesson plans, and tips from peers in a more searchable website portal oriented to their needs. The outcomes for this project include 24 podcasts featuring new material, 24 video segments aligned to each podcast, a highly-developed educator resources web-portal, and a Teacher Workshop.

ZDH-283339-22Agency-wide Projects: ARP-Organizations (Digital humanities-related)University of North DakotaStrengthening & Preserving the Mandan, Hidatsa, and Arikara Nation’s Humanities Infrastructure10/1/2021 - 5/31/2023$499,849.20CrystalK.AlbertsRuth Plenty Sweetgrass-She KillsUniversity of North DakotaGrand ForksND58202-6059USA2021Native American StudiesARP-Organizations (Digital humanities-related)Agency-wide Projects499849.204954250

Retaining humanities instructors and staff affected by the pandemic, allowing the continuation of ongoing digitization projects that make more readily available archival material and oral histories related to the history of North Dakota’s Indigenous population. 

Funds will enable a collaborative project between the University of North Dakota and Nueta Hidatsa Sahnish College, tribally chartered by the Three Affiliated Tribes of the Fort Berthold Reservation. We will rehire humanities instructors/staff directly impacted by the financial repercussions of the pandemic at UND and will provide training in digital humanities preservation to faculty, staff, and students at NHSC. Faculty, staff, and students at UND will build and expand digital collections related to the Mandan, Hidatsa, and Arikara Nation for historical and educational purposes. At NHSC, the team will conduct oral interviews with elders, as well as inventory, preserve, and digitize critically endangered languages resources, and other at risk traditional knowledges. The teams will also facilitate the creation of freely available teaching materials in line with the new state law mandating Native American education and NEH’s special initiative to help create “a more perfect union.”

ZH-252982-17Challenge Programs: Humanities Access GrantsRare Book SchoolRare Book School's Global Book Histories Initiative5/1/2016 - 9/30/2024$100,000.00Danielle Culpepper   Rare Book SchoolCharlottesvilleVA22903-2444USA2016Interdisciplinary Studies, OtherHumanities Access GrantsChallenge Programs01000000100000

Thirty-six fellowships to professionals of color or those working with collections associated with people of color for newly developed courses that deal with topics beyond the Western canon.

Rare Book School (RBS) is applying for 1:1 matching funds from the NEH in the amount of $100,000, to raise a total of $200,000 in support of scholarships for its ongoing Global Book Histories Initiative (GBHI). Building on current RBS programs to provide learning opportunities for members of underrepresented communities and to expand its educational offerings in non-western and immigrant book history and bibliography, this initiative directly benefits communities of color by supporting librarians and other professionals of color as well as those working with the cultural heritage collections of underrepresented communities. These funds would support 36 full fellowships, with travel and housing, as well as expenses for six lectures from esteemed speakers on topics relating to global book history. 

ZPP-283972-22Agency-wide Projects: ARP-Organizations (Public-related)Pocumtuck Valley Memorial AssociationPocumtuck Valley Voices: A History Museum Sharing Its Community’s Under-Represented Stories of America’s Diverse History10/1/2021 - 3/31/2023$50,000.00TimothyC.Neumann   Pocumtuck Valley Memorial AssociationDeerfieldMA01342-5004USA2021U.S. HistoryARP-Organizations (Public-related)Agency-wide Projects500000500000

The creation of exhibits on African-American and Afro-Indian culture in the Pocumtuck Valley of western Massachusetts; retention of seven jobs and creation of five consultant positions.

Pocumtuck Valley Voices is a suite of four activities that increases the public’s understanding of American history, particularly lesser-known Native American and African American histories, tying closely with the A More Perfect Union Initiative: 1) a cross-cultural exhibit of gifts given by a Mohawk husband of a colonist to her family, which provides a window into lasting and complex relationships among Natives and colonists; 2) an exhibit on one of the US’s first Native American registered nurses who became an activist; her life is a window into Native American 20th c. experiences; 3) new research on African American and Afro-Indian Veterans of the Colonial Wars, to be shared online and in an exhibit that explores their role in the gaining of independence; and, 4) video versions of in-person education programs on Native American, African American, and immigrant experiences will be created to support teaching diverse histories. The project will save 7 staff and support 5 consultants.