Virtual Workshops for Educators

Collaborating with Educators to Explore, Learn, and Connect

Upcoming Workshops:

July 11, 2024 at 4pm EST

During this collaborative virtual workshop, educators will learn about developing women’s history curriculum for K-12 students in a variety of subject matters using strategies such as Teaching with Primary Sources (TPS) and historical empathy. This workshop will serve as a good refresher for educators who are familiar with TPS and historical empathy strategies and a great overview for those who have never used these strategies in their curriculum development.

Educators will also have the chance to engage in a conversation around their existing curriculum and collaborate on incorporating these strategies into current work. This workshop will be co-facilitated by NWHM museum educators and Dr. Katherine Perrotta, Assistant Professor of Middle Grades and Secondary Education at Mercer University Tift College of Education. 

This session is required for the For Educators, By Educators 2024 Summer Cohort, but is open to other educators, as well.


October 9, 2024 at 6pm EST

Using the University and Teaching with Primary Sources (TPS) strategies, this 1-hour virtual workshop will model classroom activities that facilitate student inquiry and fact-checking practices for an AI-generated student work on a topic in US women’s history. This workshop will also provide a list of verified resources that teachers can use with students to further practice vetted and verified research and analysis skills. This workshop will be co-facilitated by NWHM museum educators and Dr. Katherine Perrotta, Assistant Professor of Middle Grades and Secondary Education at Mercer University Tift College of Education. 

Past Workshops

Silences in the Archive: Women’s History and (lack of) Primary Resources

Held April 17, 2024 

Many learners expect archives and collections to be comprehensive. If a document isn’t listed or a story isn’t included, it must not exist! Yet archives and collections themselves contain "silences." In the past, people made decisions regarding whether certain primary sources were worthy of preservation or study or not and, therefore, deliberately excluded some from collections—those decisions created these "silences." When it comes to the history of women—particularly women of color, immigrant women, and working-class women—these silences are even more deafening. How can you learn or even understand the history of women in the United States when there is a lack of primary sources on which to base that inquiry? 

Check out the related lesson plan here.


C3 Framework for Social Studies Standards and Historical Empathy

Held May 4, 2023

Explore how learners can use the practice of historical empathy to examine the role and impact of women throughout history. Based on the work of, and facilitated by, Dr. Katherine Perrotta, assistant professor of middle grades and secondary education at Mercer University Tift College of Education, educators engage in discussions about the C3 Framework for Social Studies Standards, its ties to historical empathy, and its use in the classroom with a focus on the example of pathbreaking civil rights activist Elizabeth Jennings. Known as the “Nineteenth-Century Rosa Parks,” Jennings successfully challenged segregation ordinances on New York City streetcars in 1854. The National Women's History Museum is partnering with workshop facilitator Dr. Perrotta to conduct a study to explore teacher perspectives on historical empathy. Once you've watched the video, please consider participating in our survey


Workshop Resources:

This recorded session represented work done over a 3-part series on historical empathy and the C3 Framework held in 2022, hosted by Dr. Perrotta. The presentation resources associated with that series can be found below:

Media Literacy and Primary Sources

Held February 23 and March 2, 2023

When we read texts, we bring a whole world of conscious and unconscious knowledge with us. Facilitated by Dr. Sarah K. Miles, (Ph.D., History. University of North Carolina at Chapel Hill) this two-session Virtual Workshop for Educators delves into the history of print media and reading culture to examine how the creation and consumption of texts have changed over time. It also explores how teachers can use this history to teach students to be careful readers of media in the present. Each of the workshops in the two-part series introduces key concepts from reading culture and print media studies, providing a brief overview from history, media studies, and communication. Then, using digitally accessible material from two time periods of American history, educators are introduced to a sample activity they can undertake with their own students.

In each session, the activities show how to help students contextualize print media—finding relevant information about publications, authors, and readers, as well as making inferences about readership and editorial intent based on the historical object itself. Participants work through what questions they can ask of print media and how these sources can help students and educators understand the societies and cultures in which they were produced. The session concludes by discussing how historic media compares to contemporary media and how educators can help students translate the skills of critical media literacy to the digital content they interact with every day.

Workshop Guide


In 2024, the National Women's History Museum is proud to be part of the Library of Congress's Teaching with Primary Sources Consortium. Our Virtual Workshops for Educators this year are sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.