The following information will guide you through the application process. Native Americans of New England This NEH Summer Institute is intended primarily to assist secondary school instructors, but we invite individuals from all levels and disciplines to make their case for inclusion. No special background is required, but an open mind and a basic knowledge of U. Teachers from reservation-based schools or schools with Native American students are especially encouraged to apply.
Any views, findings, conclusions, or recommendations expressed in this program do not necessarily reflect those of the National Endowment for the Humanities. Thanks for your interest in the five-week seminar on interpretations of the Industrial Revolution in Britain, sponsored by the National Endowment for the Humanities and the University of Massachusetts Dartmouth, which I will direct in London and at the University of Nottingham, England, from June 24 to July 27, I hope you will consider applying to join 16 Summer Scholars from around the country who will study and visit historical sites in England during the summer of Since our approach will be interdisciplinary, the seminar seeks participants with a wide variety of backgrounds and interests, including those in the arts, literature, history, economics, geography and political science.
In addition to full-time K teachers and graduate students who intend to teach in K schools, librarians and school administrators who also teach are welcome to apply. The topic and its importance The purpose of this NEH Summer Seminar is to develop a critical appreciation for the experience of industrialization in Britain, the historiography of the subject, and the lasting influence these interpretations have had on cultural values.
We will study contemporary accounts and seminal historical interpretations. We will also writing a neh summer institute application some of the places that experienced the first industrial revolution.
The seminar will allow participants to explore an important subject in some depth, to appreciate the interdisciplinary nature of humanistic studies, to explore connections between the texts and material culture, and to do so in an atmosphere conducive to collegiality, study and reflection.
I chose the subject of the industrial revolution because of its intrinsic importance, the richness of its historiography and material remains, my familiarity with the field, and its prominence in school curricula.
Moreover, I believe that the concept of the human passage from a traditional and agrarian society to an urban and industrial one is central to many of the ambiguities in modern society and even in our own personal lives.
Many of our deepest convictions about philosophy, religion, personal and social values were inherited from a pre-industrial past and often fit uneasily into our industrial present.
Yet, at the same time, modern industrial society has provided us with benefits few would abandon.
As human beings, consciously or unconsciously, our view of the historical experience of industrialization continues to influence our culture. It is the working assumption of this seminar that, as humanists, we should not leave this crucial subject to be studied only by social scientists, such as economists, but should examine it within the broader framework of humanistic scholarship.
There exists a rich body of writing on British industrialization and a wealth of physical evidence in England illustrating its nature and its consequences. It was the industrial revolution in Britain that first transformed the West and challenged the very existence of traditional societies around the world.
Britain's industrial revolution took place within a capitalist framework and it occurred in a society that has made a special contribution to the development of constitutional government.
Both factors have a particular relevance to our own history. Whether one interprets the origin of industrial capitalism in Britain as a tribute to the genius of free human beings, or as the enslavement of the human spirit to Western materialism and imperialism, or as something in between, it remains one of the crucial contributions of the West to the world's historical development.
Seminar Reading and Discussion We will approach our subject through contemporary accounts--including poetry and a novel, classic 20th century historical interpretations, several recent studies offering new perspectives, and visits to important historical sites in England.
While the reading list may look formidable, many of the books are short so that participants will have time to explore their own individual research interest. As an introduction to our subject, we will read and discuss a brief but excellent overview by Kenneth Morgan, The Birth of Industrial Britain: Social Change We will then turn to selections from contemporary accounts by both critics and admirers of industrialization, such as Daniel Defoe, Arthur Young, William Cobbett and the classic early 19th century debate between a conservative poet, Robert Southey, and a liberal historian and essayist, Thomas Babington Macaulay.
We will also read selected poetry by William Blake and William Wordsworth and examine visual images by artists of the period. The final contemporary work we will study is Charles Dickens' classic and influential novel Hard Times All the other works to be analyzed are 20th century and more recent interpretations.
We will discuss John L. The New Civilization, This is the most important contribution to the critical, or pessimistic, interpretation of the social consequences of industrialization in the first half of the 20th century by two well-known liberal reformers.
Next we will evaluate T.
Ashton, The Industrial Revolution,ed. This essay, by a British 'liberal' economic historian, offers a much more optimistic interpretation of industrialization's social consequences. Next, we will study the early chapters of Industry and Empire2nd ed.
Reflecting an important shift in modern historiography toward a more inclusive social history of industrialization, we will discuss Katrina Honeyman, Women, Gender and Industrialisation in England, Another important aspect of recent interpretations of the origin of industrialization is its emphasis upon demand as well as supply.
Allen has created a mathematical and statistical model based on data collected by generations of historians of early modern economies and explains why it took place in Europe rather than in advanced areas of Asia.
His book is an excellent example of the persuasiveness of the new economic history when its conclusions are presented in plain English. For a detailed syllabus, see the seminar website, http: Museum and site visits We will bring to life the people, social context, technology and material reality of industrialization in Britain by visiting historical sites and museums in England.
With the expert guidance of Mr.At the end of the project's residential period, NEH Summer Scholars are expected to submit an online evaluation of the seminar or institute.
APPLICATION INSTRUCTIONS Prior to applying to a specific seminar or institute, please study the project website and carefully consider the project’s expectations and requirements.
Writing/Language The Power of Writing, block print by NEH Summer Scholar, , Lisa Albrich On this page we are assembling materials that relate to codices in that they help us understand indigenous language use and its evolution, including writing systems.
Prior to completing an application to as specific seminar or institute, please review the project website and consider carefully what is expected in terms of residence and attendance, reading and writing requirements, and general participation in the work of the project.
NEH Regional Application-Writing Workshop.
February 24, The UB Humanities Institute is pleased to host a Regional Application-Writing Workshop conducted by Dr. Daniel Sack, Senior Program Officer, from the National Endowment for the Humanities. Jan 28, · Write and organize your application so the primary reviewer can readily grasp and explain what you are proposing and advocate for your application.
Appeal to the reviewers and the funding ICs by using language that stresses the significance of your proposed work. Please Note: An individual may apply to up to two NEH summer projects (NEH Landmarks Workshops, NEH Summer Seminars, or NEH Summer Institutes), but may participate in only one.
SELECTION CRITERIA A selection committee (consisting in most cases of the project director, one of the project scholars, and a veteran teacher) will read and evaluate all properly completed applications.