Landmarks of American History and Culture: Workshops for School Teachers | Apply Online

Frequently Asked Questions (FAQs)

What is the NEH Landmarks of American History and Culture: Workshops for School Teachers program?

It is a discretionary grant opportunity from the National Endowment for the Humanities (NEH) that supports intensive, academically rigorous, one-week summer workshops for K-12 educators. The workshops use historically significant places as the core learning environment, combining on-site investigation with humanities readings and discussion focused on central themes in American history and culture.

Who are the workshops designed for?

The program is designed for K-12 educators. Participating teachers are referred to as NEH Summer Scholars.

How long is each workshop?

Each workshop session is one week long and takes place during the summer.

How many times must the workshop be offered each summer?

Each funded project runs the same one-week workshop twice during the summer.

How many teachers can participate in each one-week session?

Each one-week session can serve up to 36 participating teachers (NEH Summer Scholars).

Is the workshop required to be national in scope?

At least one of the two one-week sessions must be offered to a national audience.

Is housing required for participants?

Yes, at least one of the two weeks must include housing for participants so that teachers from across the country can attend.

Can the second week be offered without lodging?

Yes. The second week can either include housing and follow the same national model, or it can be structured for a commuting audience that does not require lodging, depending on the applicant's design and capacity.

What types of topics can a Landmarks Workshop cover?

Topics can span American history and government as well as literature, art, music, and related humanities fields, as long as the workshop meaningfully uses the site to deepen the learning experience rather than treating it as a simple backdrop.

What is the role of historic places in these workshops?

The physical setting is central. Workshops must be held at or near places with clear importance to American history and culture, and the site (or sites) should substantively enhance what teachers learn through structured, place-based investigation paired with humanities readings.

What kinds of places are considered appropriate workshop sites?

Examples include presidential homes or libraries, colonial settlements, major battlefields, historic districts, parks and preserves, sites tied to major political, constitutional, social, or economic developments, and places associated with important writers, artists, and musicians.

What does NEH expect applicants to demonstrate about the chosen site?

Applicants are expected to make a persuasive case that the site or sites are historically significant, that strong local resources are available (such as archives, collections, interpretive staff, or related materials), and that the place-based setting will substantially enhance participants' learning and future teaching.

What are the main goals of the program?

The goals include strengthening teachers' knowledge and appreciation of major American subjects, ideas, and places through guided reading, discussion, and site-based investigation; building communities of inquiry that model civil and scholarly exchange; showcasing high-quality teaching and research practices; developing practical expertise in interpreting and teaching with historic sites and related collections; and promoting meaningful interaction between K-12 teachers and scholarly experts.

How academically rigorous are the workshops expected to be?

NEH expects Landmarks Workshops to be grounded in serious humanities study. Proposals should show that participants will engage directly with primary sources and respected secondary scholarship connected to major themes in American history and culture.

Are primary sources required as part of the workshop experience?

Yes. NEH expects participants to engage directly with primary sources, and workshops should include opportunities for teachers to work hands-on with documents or other primary materials.

What role do scholars and experts play in the workshop?

Leading scholars are expected to play substantial roles as lecturers or session leaders, helping set an appropriately high academic level and supporting meaningful interaction between K-12 teachers and humanities scholarship.

Do participants create something tangible during the workshop?

Workshops are expected to include development of a tangible project, typically something that can translate into classroom instruction, curriculum materials, or other educational applications.

Who is eligible to apply for this NEH grant opportunity?

Eligible applicants include state, county, and city or township governments; special district governments; public and state-controlled institutions of higher education; private institutions of higher education; federally recognized Native American tribal governments; and nonprofit organizations, including both 501(c)(3) nonprofits and certain nonprofits without 501(c)(3) status (as specified by the opportunity).

Is this opportunity tied to a specific federal program classification?

Yes. The opportunity is administered by NEH under CFDA 45.163 (Humanities).

What is the maximum award amount (award ceiling)?

The listed award ceiling is $180,000.

What is the opportunity number for this grant?

The opportunity number is 20160225 BH.

When was this opportunity posted, and what were the key dates?

The posting and creation dates are December 10, 2015, and the closing date is February 25, 2016.

What makes a site-based workshop different from a traditional classroom workshop?

In this program, the site itself functions as a core "classroom" element. The expectation is that the place-based setting meaningfully deepens understanding through structured on-site study, supported by readings and discussion, rather than serving as an incidental location.

What types of local resources strengthen a proposal?

Strong proposals point to resources that participants can use directly, such as archival holdings, collections, interpretive staff, material culture, and primary documents connected to the site's historical significance and the workshop's themes.

Does the program emphasize professional community and exchange among teachers?

Yes. A stated aim is to build thoughtful communities of inquiry and model civil and scholarly exchange, alongside high-quality teaching and research practices.