Students engage with materials developed as part of a partnership between the Smithsonian American Art Museum and the National Endowment for the Humanities to analyze the photographs captured during the original survey projects of the 1970s and create their own interpretations of places near and far to them.
Using primary sources and an inquiry-based approach, students will research a civil rights movement and then share their findings in a small group, with the goal of learning about the complexities of civil rights activism that has shaped our efforts to form a more perfect union.
"Veterans Speak: War, Trauma, and the Humanities" is the culmination of Governors State University's 2017 NEH Dialogues on the Experience of War project. This collection of clips from a discussion with scholars and Veterans is moderated by Kevin Smith, Director of Veterans Affairs at Governors State University.
Crafting Freedom is a comprehensive NEH-funded resource on the African American experience during the early 19th century. The companion site includes short, classroom ready videos of reenactments based on primary sources and standards aligned lesson plans for grades 3-5 and 6-8 in social studies, language arts, and other humanities subjects.
Bringing in primary sources, such as oral histories to supplement the textbook is essential, and oral histories are a particularly valuable tool for cultivating historical empathy and nurturing a sense of caring among students
This video of Elizabeth Alexander reading the poem “Praise Song for the Day” that she composed for President Barack Obama’s 2009 inauguration ceremony is the seventh in the “Incredible Bridges: Poets Creating Community” series. The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading and listening to the poem.
Did you realize the humanities understood as the study and interpretation of languages, history, literature, jurisprudence, philosophy, comparative religion, history of art, and culture along with the fine and performing arts are considered worthy of support by two federal agencies?
Writing the Autobiography in his 79th year, Franklin looks back to when, at age 22, he undertook “the bold and arduous project of arriving at moral perfection.” He wanted to live without committing any fault. He wanted to conquer all that natural inclination, custom and tradition, or the company of others might lead him to wrongly do.