Funded Projects Query Form
75 matches

A two-week, residential institute for 25 teachers of grades 3-12 on seventeenth and eighteenth century Native American History, to be held in Boston. 

Upstander Project proposes a 2-week Level I NEH Institute in July 2023 for 3rd to 12th grade humanities teachers and museum educators. Upstander Academy: Rethreading the Needle of the Native American History Narrative is designed to give 25 participants an immersive, experiential understanding of 17th and 18th century Native American history and how the teaching of this history can help animate and inform our understanding of the present as we approach the 250th anniversary of the signing of the Declaration of Independence. Funding by the NEH for the 2023 Upstander Academy Institute would support the eighth year of programming, and the first year of three focusing attention on the historical contextualization of 250th anniversary commemorations. NEH funding would support two weeks of programming, core faculty and guest speakers, and stipends for participants from across the country.

A two-week virtual, Level II institute for 30 middle and high school teachers to examine the history of literary education.

This institute will examine K-12 educators’ and school reformers’ changing conceptions of what constitutes a “good reader” across the twentieth century. To do so, we will trace two competing traditions in reading instruction: one emphasizes the role of literature in the student’s social, moral, and civic development; the other values skill-development and sees literature as a pathway to scientific, self-disciplined thinking that is also vital to the civic good. These tensions matter more today than ever. In developing a deeper understanding of this history, participating teachers will prepare to serve as stronger school leaders and more effective and creative practitioners.

A new two-week, combined format institute for 25 K-12 educators on the history of youth activism in the Civil Rights Movement.

Hosted by Florida A&M University and the Children’s Defense Fund Freedom Schools program, this two-week Institute will encourage teachers to consider “the student as a force for social change” during the Civil Rights Movement. While K-12 curriculum often centers the voices of adults, a growing body of scholarship has called attention to the role of young people in the battles for equality that engulfed the United States following World War II. Through a focus on the school desegregation standoff at Clinton High School and the creation of Freedom Schools during 1964 Mississippi Freedom Summer, teachers will learn new ways to center the voices of young people during this crucial era. Participants will hear from leading scholars, movement veterans, and contemporary student activists; participate in digital history workshops in collaboration with FAMU’s Black Archives; and create lessons that use these stories and culturally relevant pedagogies to promote student agency in their classroom

A two-week combined-format institute to help 30 teachers of grades 6-12 lead classroom discussions about the Holocaust, genocide, and human rights.

This two-week NEH Institute will immerse grades 6-12 teachers in studying the Holocaust, other genocides, and human rights with an eye toward leading responsible classroom investigations of these topics. Participants will convene for a weeklong summer residency in State College, PA, where a dedicated team will guide them in exploring multiple perspectives on genocide and human rights including geography, human agency, international law, and more. Institute faculty will assist participants as they intertwine intensive content study with reflection, inquiry, and planning for application. The June 2023 residency includes a field trip to the National Museum of American Jewish History, an immersive reality tour of the Horwitz-Wasserman Holocaust Memorial Plaza, and other community assets in Philadelphia, PA. During and after the residency, participants will be supported to build inquiry-based, trauma-informed classroom applications through virtual sessions distributed across Fall 2023.

A two-week, residential institute for 36 K-8 teachers on American history from the colonial era through Reconstruction, to be held in Washington, D.C.

The Gilder Lehrman Institute of American History (GLI) is requesting a Summer Institutes for K-12 Educators Grant for an innovative two-week residential summer institute (Level II) on American history from the late fifteenth to the nineteenth century for 36 elementary and middle school teachers. Scheduled for July 9-22, 2023, “The Making of America: Colonial Era to Reconstruction” will take place in person at The George Washington University and build on the successful Level I virtual NEH institute of the same name during July 2021. “The Making of America: Colonial Era to Reconstruction” is purposefully broad in scope to address the needs of underserved K-8 educators, many of whom have had little or no coursework in American history. The institute will focus on the people, ideas, and events that made America into a cultural, social, and political reality.

A three-week, combined-format institute for 30 K-12 teachers on women’s lives and experiences during the American Revolution.

The New-York Historical Society is delighted to propose an entirely new Level I project that will convene 30 teachers in grades K-12 with select guest scholars and museum professionals to reframe the American Revolution through the lens of women’s history. This hybrid institute will fulfill three weeks of work over several months. It will include two weeks in person at the New-York Historical Society from July 10-21, 2023, and virtual evening sessions on June 14, August 30, September 27, October 25, and November 19, 2023.

Historic Hudson Valley (HHV) seeks a Level II grant to support the continuous demand from K-12 educators for resources about slavery in the northern colonies and to deliver the sensitive training they require to bring this challenging curriculum to their classrooms. HHV would host a virtual Institute for 36 K-12 teachers the week of July 16–22, 2023.

The University of Texas at El Paso (UTEP) and in collaboration with the Center for InterAmerican and Border Studies (CIBS) and the Institute of Oral History (IOH), non-profit research and education centers at UTEP, propose a residential Summer Institute for School Teachers from July 16th to July 30th, 2023. Building on the successful participation of Summer Scholars in the in-person 2017 and 2019, while virtually in 2021 Summer Institute for School Teachers titled Tales from the Chihuahuan Desert: Borderlands Narratives about Identity and Binationalism, the proposed Level II 2023 Summer Institute will provide 25 secondary school teachers of art, language arts, sciences, social studies/history, and world languages in grades 6– 12 with two weeks of intense, guided exploration of borderlands narratives from the Chihuahuan Desert.

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.

A three-week, residential institute for middle and high school teachers on the meanings, purposes, and history of punishment in the United States. 

I am proposing a three-week, in-person, Level II Summer Institute for School Teachers that will examine punishment and its meanings in American society. It will host 25 participants and be particularly relevant to middle school (grades 6-8) and high school educators (grades 9-12). Punishment is an essential object of humanistic inquiry in schools throughout the United States and in history, civics, social studies, and literature courses at the middle and high school level. Teachers regularly use materials about punishment and its purposes. This Institute will address three questions: 1. What is punishment and why do we punish as we do? 2. What can we learn about politics, law, and culture in the United States from an examination of our practices of punishment? 3. What are the limits of punishment? Together with the Visiting Faculty, we will take a fresh look at familiar texts and explore new resources on which participants might draw when they teach about punishment.

A three-week, residential institute for 25 middle and high school teachers on the history of abolitionism and the Underground Railroad.

A three-week Summer Institute for teachers on abolitionism and the Underground Railroad in America from the colonial days until the Civil War to be held at Colgate University, Hamilton, New York, July 10-July 29 2022. The proposed institute will provide to 25 middle and high school teachers: lectures, discussions by some of the foremost scholars in the field, ample secondary readings and primary texts, films and field trips to sites relevant to the institute’s purpose. Graham Russell Hodges, the George Dorland Langdon,Jr. Professor of History and Africana & Latin American Studies at Colgate will organize and direct the institute.

A two-week, residential institute for 25 K-12 teachers to examine the twelfth-century Pueblo migration through interdisciplinary perspectives.

From Chaco to Mesa Verde: Ancestral Pueblo Migrations and Identity Formation in the American Southwest, a Level II, two-week summer Institute for 25 K-12 teachers, will be conducted by the Crow Canyon Archaeological Center from July 17th – 30th, 2022. This newly proposed Institute highlights the factors leading up to, and following, the migrations of ancestral Pueblo people from their homelands in Chaco Canyon to the Mesa Verde region during the 12th century A.D. Utilizing a multi-vocal approach of both Western scientific and Native traditional knowledge, the goal of this Institute is to investigate human migrations as broad, socially-complex processes in order to further educate teachers, and subsequently students, on a topic that has been, and will always remain, relevant to humans in every society throughout the world in the past, present, and future.

A two-week, residential institute for 22 high school teachers using textual, visual, and oral narratives to address genocide education.

This two week institute for educators of grades 9-12 connects best practices in genocide education with contemporary global conflicts through the power of narrative. Sessions will focus on 18th-21st century conflicts, including Native American erasure, the Holocaust, the plight of the Rohingya, and the Yazidi genocide under ISIS. Each day will introduce new textual, visual, and oral narratives, with mornings dedicated to guest lectures and afternoons focused on discussions and experiential learning. Participants will visit Tree of Life synagogue in Pittsburgh and the City of Asylum writing community, meeting with local leaders to discuss opportunities for dialogue. Participants will also explore a range of pedagogical tools, including the Narrative 4 story exchange curriculum and the Question Mark/er Project. Participants will leave the institute equipped to share informed histories related to genocide, and ready to bring complex issues to life via text, image, and encounter.

A one-week, virtual institute for 25 K-12 teachers on disability and identity in history, literature, and the media.

Abstract for: Disability Identity in History, Literature, and Media Cultural texts, including the texts of the K-12 curriculum, are embedded with frames of references often portraying disability identity as crystallized rather than fluid and dynamic. Wayne State University College of Education proposes a week-long virtual summer institute for twenty-five K-12 teachers. Kindergarten through fifth grade teachers will be given preference. Guest Faculty will teach about identity, disability identity, and intersectional identities and will engage in deep discussions with participants. Institute Scholars will benefit from discussions with faculty and other Institute Scholars, pursue independent or collaborative projects, use analysis skills with primary sources, and translate their learning into their teaching. With leadership from a team of renowned Guest Faculty, Institute Scholars will explore disability identity as it is represented in the K-12 curriculum.

A two-week, hybrid institute for 25 K-12 teachers to study World War II in the Pacific from multiple perspectives.

The Intrepid Sea, Air & Space Museum’s Education Department proposes a Level II, two-week, Summer Institute for twenty-five K-12 classroom teachers to run from July 18 to July 29, 2022. 'Perspectives on World War II in the Pacific Theater' is a newly developed Institute that will immerse teachers in scholarly historical research as well as the history, artifacts and oral histories in the Museum’s collection that embody the era and the focus. Building on successful elements from the remote delivery of a 2020 Institute, the proposed Institute is formulated as a virtual hybrid learning model. While most appropriate for middle and high school teachers, applicants from other grades and educational settings which fit NEH criteria for participation will be considered.

A three-week, hybrid institute for 30 K-12 teachers on the history of feminism in the middle of the twentieth century.

The New-York Historical Society proposes Level II summer institute that will convene 30 teachers in grades K-12 and 19 guest scholars, filmmakers, and activists to explore the history of feminism in 20th century America. This hybrid institute will fulfill three weeks of work over several months. It will include two weeks in person at N-YHS over the summer, virtual evening sessions in the fall, and a culminating virtual weekend in January 2023. Building on N-YHS’s Center for Women’s History and web-based curriculum, Women & the American Story, Rethinking American Feminism: 1948-1977 will empower teachers to incorporate the voices of a diverse range of women into their instruction on 20th century US history. By studying and celebrating the contributions of women across many categories, teachers will be better equipped to break down the stereotype of a single narrative of women’s history and help students—particularly female students—see themselves in the past.

A two-week, residential institute for 28 K-12 teachers on World War I in the Middle East and its impact on the region.

The Liberty Memorial Association, dba the National WWI Museum and Memorial (Museum and Memorial), with the University of Arizona Center for Middle Eastern Studies and support from the Duke-UNC Consortium for Middle East Studies, proposes a two-week, Level 1 Summer Institute (Institute) for 28 K-12th grade educators. An interdisciplinary humanities program, the Institute will go beyond the traditional Western-centered emphasis on diplomacy and troop movements, focusing instead on the enduring impact of World War I on the Middle East. The topics will include the impact of the war on Ottoman soldiers, the Middle Eastern home fronts, women’s issues, disease/public health, and the development of nationalist narratives in the Arab lands, in Turkey, and among Ottoman minority groups. The Institute, held at the Museum and Memorial, in Kansas City, Missouri, from July 10 to 22, 2022.

A two-week, residential institute for 30 K-12 teachers on the late-antebellum sectional crisis and the history of escaping slavery through the case of Nelson Hackett.

In the summer of 1841, Nelson Hackett made his way to Canada, where he thought he had found freedom from enslavement, but his owner successfully demanded his extradition. Hackett became the first fugitive that Canada returned to slavery. He would also be the last extradited. His return set off international protests that ensured that Canada remained a safe refuge for those fleeing bondage. Institute participants will study the story of Hackett as a way to broaden the standard narrative of the sectional crisis that led to the Civil War by adding new voices and experiences. Award-winning scholar-educators will guide participants through primary and secondary sources from digital platforms like the University of Arkansas’s Nelson Hackett Project to show the impact fugitives played in the nation’s sectional crisis. Participants will return home with introductions to free classroom resources, examples of primary research for their classes, and customized, level-specific final projects.

A two-week, residential institute for 25 K-12 teachers on the history of Indigenous peoples in southern New England.

Ancient Stories, New Neighbors is a Level I, two-week, in-person summer institute for 25 elementary, middle, and high school teachers hosted by Plimoth Patuxet Museums (PPM) and offered 7/24-8/6/2022 on PPM’s campus in Plymouth, MA. It brings together innovative thought leaders from the nation’s classrooms, dig sites, archives, and museums in the place Mayflower’s arrival accelerated a series of events that permanently changed an already-existing, complex network of Indigenous communities, each with its own rich cultural traditions, politics and aspirations. The Institute will use Mourt’s Relation, a 1622 English pamphlet, as a case study in decolonizing historical narratives and recentering Indigenous voices by employing a range of related primary sources including archaeology, landscape, material culture, oral history, and written documents. The Institute will reveal how an Indigenous-colonial regional landscape was built and evolved through collaboration and conflict in the 1600s.

A two-week institute for 30 K-12 educators to study the formative influences of immigration on the United States through literature and history, with a focus on Arizona as a case study.

This new two-week institute will engage thirty K-12 professionals in exploring the influence of continuous waves of migration on the making of America. Through a case study of Arizona, the last continental state in the union, participants will examine stories and perspectives often left out of traditional narratives of U.S. history, which typically begin with the original thirteen colonies. The institute is based in interdisciplinary pedagogy grounded in the intersections across literature, historical records, social science research, artifacts, film and hands-on inquiry. Participants will gain knowledge and strategies to support their classroom teaching as they apply the inquiry strategies experienced in the case study to research migrant waves in their own states. This institute will be held in Worlds of Words, a Center of Global Literacies and Literatures. As the largest collection of global children’s literature in the U.S., the center provides rich literary and digital resources.

A two-week institute for 25 school teachers on civil rights and legal history, focusing on four landmark Supreme Court cases from Alabama.

25 Grade 7-12 teachers will learn the historical, geographical, and political context of civil rights by focusing on how citizens used the law to create “a more perfect union.” Our institute will feature four landmark Supreme Court cases that originated in Alabama and influenced jurisprudence on four critical civil rights all Americans enjoy today: gender equality, freedom of association, right to counsel, and voting rights. An interdisciplinary and award-winning team of constitutional scholars, historians, and teacher educators will provide historical and legal context, model inquiry-based lessons using the jurisprudential framework, and take participants on field trips where they will see specific sites associated with the cases and hear speakers who argued these cases at the Supreme Court. Participants will develop mini-units for their students on cases relevant to their own curriculum with the support of content and pedagogy experts.

A summer institute for 25 high school teachers on the wartime experiences of American servicemembers.

The Choices Program at Brown University is seeking a grant from the NEH in the amount of $135,000 to offer for the first time a one-week Level II Institute for 25 grade 9-12 secondary school educators called “American Soldiers in American Wars: History and Memory.” The proposed institute will be held July 12-16, 2021, and will “...promote discussion and deepened understanding of the experiences of those Americans affiliated with the armed services, whether active duty or veterans...”—a goal of the NEH initiative “Standing Together: The Humanities and the Experience of War.”

A two-week institute for 30 K-12 teachers on the history of women in colonial America.

This project comprises a two-week professional development institute for 30 school teachers and 13 scholars in the field of women's history in July 2021. This Institute will empower teachers to incorporate the voices of a diverse range of women into their instruction on colonial American history through interactive pedagogy workshops, lesson writing support, and dialogue with leading scholars in the field. Participants will deepen their content knowledge of the colonial period, with an emphasis on women; practice incorporating primary sources and secondary texts into their instruction; and reflect on how women’s history can and should be woven into the broader history curriculum for middle and high school students. Participants will have full access to N-YHS's Library and Museum collections, as well as to the expertise of our education staff.

A two-week institute for 25 high school English teachers on the ways that friendship is understood and portrayed in literature and film. 

This innovative institute invites English teachers (grades 9-12) to examine how the universal human connection of friendship is understood, portrayed, and experienced from literary, social, cultural, theoretical, and pedagogical perspectives. As a formative and abiding feature of adolescence, friendship is of special curricular interest in the high school English classroom. Through literature, film, and secondary sources, teachers will explore evolving conceptions of friendship, and examine cultural/social contexts and factors including gender, race, class, loyalty, reciprocity, social media, and power dynamics. Teachers will collaborate with colleagues, learn from interdisciplinary guest scholars, and develop curricular materials to help their students become more grounded and nuanced readers of friendship in literature and in their own lives. (Designed for English teachers but will welcome up to four teacher-participants in other humanities subjects.)

A three-week institute for 25 school teachers on the role of geographic mobility in the African American experience.

A three-week summer institute for teachers of grades K-12 that will provide opportunities to study geographic mobility as it relates to the African American freedom struggle. The goal of the institute is to contribute to the intellectual growth of participating educators and prepare them to create and disseminate important synergies between the teaching of history and the teaching of geography. The institute offers a model of critical thought, instruction, and pedagogical application that supports ongoing calls for greater numbers of social studies educators to address power and inequity. Participants will attend lectures, fieldtrips, and lab exercises, learn methodologies and classroom activities from curriculum specialists, and participate in discussions. They will develop standards-based lesson plans that they will take back to their classrooms.