SUPER Teacher

2021 SUPER Teacher Workshop Series

Call for Proposals

Alabama Humanities Foundation invites Alabama college and university faculty members to submit proposals for our 2021 SUPER (School and University Partners for Educational Renewal) Teacher Workshop Series.


SUPER builds lasting relationships among Alabama’s higher education institutions, elementary and secondary schools, and the state’s historical and cultural organizations. SUPER fosters a collegial environment for Alabama’s teachers to engage and explore multidisciplinary approaches to the humanities at no cost to them or their schools. Through directed readings, writing exercises, and visits to Alabama’s many cultural and historic sites, SUPER increases Alabama teachers’ subject knowledge and boosts their confidence, enthusiasm, and effectiveness as educators. The content in these programs integrates directly with the Alabama State Department of Education’s Courses of Study. Upon completion of a SUPER workshop, teachers receive a certificate documenting hours earned toward professional development for submission within their own districts. SUPER programs are registered with ALSDE PowerSchool—Alabama’s Professional Development Tracking System.

Each SUPER Teacher Workshop requires at least 15 and can accommodate up to 25 educators from around the state. In 2021, our workshop series can be Multiple days or one-day workshop (s) held during the 2021 program year. The following individuals will find active participation in this series to be particularly beneficial:

•             4th-12th grade public and private school teachers, school librarians, and administrators who wish to expand and deepen their knowledge of a particular subject or theme within the humanities.

•             Teachers looking to increase their subject knowledge and their ability to translate that into accessible, grade-appropriate classroom exercises and experiences

•             Teachers interested in opportunities to join peers and distinguished professors in their field an intensive exploration of curriculum-relevant topics through directed pre-program readings, lectures, extensive analytical and critical discussions, film viewings, writing exercises, field trips and cultural experiences all while earning Alabama State Department of Education Professional Development CEUs.

Proposal Guidelines

Proposals should address the question of “How does this program benefit to teachers and students?” Lead scholars should clearly state the purpose of the program and how it fits within the Alabama State Department of Education’s Courses of Study for middle and high school. SUPERs are content-based enrichment for 4th-12th grade teachers, school administrators, and pre-service teachers. Pedagogical discussions may be incorporated but should not be the principal focus. AHF emphasizes reading prior to a workshop. 

The proposal should be clear and concise and must include the following:

Lead Scholar

•             Include name, title, and institution of higher education.

•             Workshop title (up to 12 words) and description (up to 100 words) that accurately reflects workshop content


•             Creative, centrally located one-day workshops are strongly encouraged.

•             Proposals can also include workshops of 3 to 4 days in length.

Monday-Saturday is preferred.


•             University or college campuses usually act as workshop hosts (providing that housing and dining facilities meet AHF’s requirements for SUPER).

•             Any proposed site or museum visit should include reasoning and cost per person

A detailed agenda including:

•             Brief descriptions of each session or activity (75-100 words each);

•             At least one learning objective that clearly describe what attendees will be able to demonstrate as a result of having attended each session. Each outcome must be measurable/observable (up to 25 words per objective).

Books or readings to be provided.

•             Include approximate cost, publisher, and ISBN.

•             Any supporting media that may inform the committee’s decision.

•             A rough program budget. Figures to take into account include:

•             Lead Scholar honorarium (for designing, planning, and coordinating with AHF staff, coordinating guest scholars, and leading the workshop): $400/day plus travel costs.

•             Guest Scholar(s) honoraria is determined according to the number of sessions led at the rate of$250/day: 1-2 sessions (1/2 day = $125), 3-4 sessions (1 day = $250), etc. AHF covers cost of travel.

•             Resource materials: total of $100 per teacher, excluding photocopied handouts.

Proposals are due by Saturday, October 31, 2020 by 11:59 PM, and should be submitted to Melanie Bouyer at There is a committee-reviewed process

for acceptance, and potential scholars will be informed of decisions by November 20, 2020. More information about the Alabama Humanities Foundation can be found at

•             Are you a Martin Luther King Jr.,  Scholar? (“The last Sunday Sermon of Rev. Dr. Martin Luther King Jr”)

•             Are you a John Lewis Scholar? (Edmund Pettus Bridge – Bloody Sunday).  Please apply!

2021 SUPER Workshops

February 6 – Alabama Franchise: Using Primary Sources to Investigate the Women’s Suffrage Movement and the African American Voting Rights Movement in Alabama

Register at:

Coretta Scott King once stated that “freedom and justice cannot be parceled out in pieces to suit political convenience. I don’t believe you can stand for freedom for one group of people and deny it to others.” This workshop features the extraordinary efforts of individuals who stood for the freedom to vote for all citizens regardless of gender and/or race during the Women’s Suffrage Movement of the early 1900’s and the Civil Rights Movement of the mid 1900’s.

While the day’s learning will cover the national movement, a closer look into the movement within Alabama will also be explored. Teachers will receive a fresh understanding of the movement, experience teaching strategies utilizing primary sources, and an opportunity to interact with someone who was actually involved in the voting rights movement here in Alabama. This workshop has even deeper significance since this is close to the centennial of the 19th Amendment, and is following a presidential election.

Alabama Standards Addressed

Social Studies

Fourth Grade: 4.9, 4.10, 4.14

Fifth Grade: 5.12, 5.13

Sixth Grade: 6.1, 6.2, 6.9

Seventh Grade: 7.11, 7.12

Eleventh Grade: 11.2, 11.5, 11.14, 11.15

English Language Arts

This workshop addresses ELA standards involving interpreting non-fiction primary sources and informational texts.

Lead Scholar

  • Drew Morgan, Coordinator of Secondary Curriculum and Professional Development, Auburn City Schools

Guest Scholars

  • Meliisa Blair, Associate Professor of History, Auburn University
  • David Carter, Hollifield Associate Professor of Southern History, Auburn University
  • Mark Wilson, Director of Community Engagement, Auburn University
  • Bernhard Lafayette


February 6, 2021


Auburn University, Caroline Marshall Draughon Center for the Arts and Humanities

This workshop will feature a “hyflex design” meaning there will be an option to view and participate in the workshop virtually.


8:30 – 8:45: Welcome and Overview – Mark Wilson and Drew Morgan

Morning Session: The Women’s Suffrage Movement in Alabama

8:45 – 10:15: Context and Content with Dr. Blair

  • In the morning, Dr. Melissa Blair will give a talk taking teachers briefly through the overall sweep of the suffrage story. She will then spend more time on two issues – the role of women of color in the suffrage movement, which has been a focus of much of the new scholarship on suffrage, and suffrage and anti-suffrage in the South. The goal of the talk is to give teachers an understanding both of current understandings of the women’s suffrage movement generally and more details that are keyed toward Alabama students and what happened in our state.

10:15 – 12:00: Suffrage Deliberation with Dr. Wilson

  • Participants will utilize various primary sources to deliberate the question “How should suffrage be achieved?” The activity will conclude with reflection of the teaching strategy and new learning.

12:00 – 1:00 Lunch Break (Chappy’s Box for participants who attend in person)

Afternoon Session: The Civil Rights Suffrage movement

1:00 – 2:30: Context and Content: David Carter

  • Overview of Dr. Carter’s talk: The struggle for women’s suffrage culminating in passage and ratification of the 19th amendment brought to light ongoing challenges and barriers facing African American men and women alike as they sought enfranchisement and reenfranchisement. While the 15th amendment ratified in 1870 initially franchised large numbers of formerly enslaved African American men and seemed to be a critical step in what scholars have called “the long emancipation,” its radical democratic promise was rapidly curtailed in subsequent decades.  Initially African Americans saw their newly-gained ability to vote suppressed by waves of violence and intimidation that accompanied “Redemption,” the restoration of conservative white rule throughout the South that marked the end of federally-backed Reconstruction. 

In the decades that followed whites in the South adopted more formalized attempts to prevent African Americans from voting, with many states adopting new constitutions that erected grandfather clauses, literacy tests, and poll taxes as barriers to black voters (and many poor whites as well).  While nominally race-blind, such mechanisms and selective enforcement of them meant in practice overwhelming majorities of African American men in the American South lost access to the ballot box.  And while growing numbers of black men (and black women after 1920) who had migrated outside the South began to become meaningful participants in formal politics, the franchise remained imperiled throughout the former states of the Confederacy. 

African Americans never gave up on making the promises of Reconstruction a reality.  Along with growing numbers of white allies blacks pressed for reenfranchisement in the decades following the First World War and their efforts began to pay off with growing numbers of black southerners successfully registering to vote following World War II.  The most dramatic and visible stage of the struggle for voting rights blossomed in the 1950s in tandem with what scholars have labeled the “classical phase of the civil rights movement.”  While not always as dramatic or visible as bus boycotts or direct action protests like sit-ins or Freedom Rides, activists seeking voting rights made “black ballots” the centerpiece of the black freedom struggle.  Their efforts, centered most notably in campaigns in Alabama and Mississippi in the early- and mid-1960s, were ultimately successful in pressuring the federal government to respond, with Congress passing the Voting Rights Act and President Lyndon B. Johnson signing it into law in 1965. 

While the quest for the right to vote appeared to have been won, the half century since the Voting Rights Act has witnessed both tangible gains brought about by black reenfranchisement and a number of subtle attempts to roll back the electoral power of African American voters through strategies as various as vote dilution, voter suppression, and racial gerrymandering in the drawing of electoral maps.

2:30 – 3:15: Historical Empathy: Q&A with Reverend Bernard Lafayette, Civil Rights Activist

  • Participants will emphasize with a personal account of the movement through questioning and reflection. Final debrief will bring teachers to explore historical empathy

3:15 – 4:15: Close Reading Historical Sources: Maps, Tables, and Texts

  • Participants will explore a close reading strategy of primary source documents. Participants will determine how this could be implemented at their grade level.

Books or readings to be provided.

In Peace and Freedom: My Journey in Selma by Bernard Lafayette Jr. and Kathryn Lee Johnson; approximate cost $25.00; ISBN 081316592X; University Press of Kentucky

Vanguard: How Black Women Broke Barriers, Won the Vote, and Insisted on Equality for All; approximate cost $30.00’ ISBN 1541618610; Basic Books

Votes for Women issue guide

Printed primary sources

Workshop Budget:

Lead Scholar Honoraria:

Drew Morgan: $400

Guest Scholar Honoraria:

Dr. Melissa Blair: $200

Dr. David Carter: $200

Dr. Mark Wilson: $200

Reverend Bernard Lafayette: $200

Resource Materials:

In Peace and Freedom: My Journey in Selma by Bernard Lafayette Jr. and Kathryn Lee Johnson; approximate cost $25.00; ISBN 081316592X; University Press of Kentucky

Vanguard: How Black Women Broke Barriers, Won the Vote, and Insisted on Equality for All by Martha S. Jones $30.00, ISBN 9781541618619; Basic Books

25 people – $1375

Copies of the issue guide Votes for Women by the David Matthews Center for Civic Life


Chappy’s Box – $10.00 x 20 = $200

Total Budget: $2,775

Don’t miss this compelling SUPER Teacher Workshop. The Civil Rights Movement in Alabama: A Virtual Panel Discussion for 4th-12th Grade Teachers will be Feb. 9, 2021, from noon until 3 p.m.

This engaging panel features, Dr. Martha Bouyer, Dianne Harris and Dr. Hayden McDaniel.

The program will examine events and places of the Civil Rights Movement of Alabama, such as the Bethel Baptist Church Bombing and the march from Selma to Montgomery. The workshop’s purpose will be to help educators better understand the social, economic, political and judicial factors that influenced the Civil Rights Movement in Alabama in the 1960s, as well as to provide valuable information and context to enrich their lesson plans.

This event is timely considering the protests for racial justice that are occurring today.


Register as soon as possible. There are only a certain number of places available.  If you need to cancel, please do so before Friday, February 5.

Please cancel by emailing Melanie Bouyer at

Each participant will receive $50 in classroom supplies in lieu of substitute teacher pay.

Lead Scholars

Dr. Julia Everett and Mr. Blake Wilhelm, both from Northeast Alabama Community College, will be planning the event. Dr. Everett serves as the NACC Learning Resources Center/Library Director, and Mr. Blake Wilhelm, NACC Learning Resources Center Archivist/Specialist.  Dr. Everett earned an Ed.D., MLIS, M.A. in English, B.A. in English, and A.A.  Mr. Wilhelm holds an M.A. and B.A. in History.       

Date and Location

Due to the COVID19 pandemic, the event will be a half-day virtual event held on February 9, 2021.


The humanities disciplines of history, social studies, jurisprudence, and ethics will be addressed through lecture, discussion, question and answer sessions, and kinesthetic learning. Guest scholars/presenters will use a variety of resources during their sessions. Learning objectives include the following:

  • Think critically and chronologically regarding civil rights occurring in the United States [and Alabama]
  • Critique a variety of historical documents
  • Evaluate intricate connections among the past, present, and future

(Based on 2010 Alabama Course of Study: Social Studies, p.4)

Dr. Martha Bouyer currently serves as the Executive Director of the Historic Bethel Baptist Church Foundation. Dr. Bouyer developed the “Stony the Road We Trod” project and has served as a project director for 12 “Stony the Road We Trod…” Landmarks Workshops sponsored by the NEH. She has served as a secondary social studies supervisor for Jefferson County Schools (AL), a classroom teacher, a certified 4MAT consultant, and a History Alive! Coach. She served as a curriculum consultant for the NEH-funded documentary “Slavery by Another Name” and as the project director for “Never Lose Sight of Freedom”- a project of the National Park Service to tell the story of the Selma to Montgomery March for the right to vote. She brings a wealth of knowledge to the project in regard to her knowledge of this era of United States history and curriculum development. Her presentation will focus on the Historic Bethel Baptist Church Bombings and Jim Crow Laws as well as the lessons plans available to teachers through the Birmingham Civil Rights Institute.

Ms. Dianne Harris joined the Civil Rights Movement at an early age, when, at 15, she left the Alabama Lutheran campus with 14 others and joined the student arm of the Civil Rights Movement in Selma in 1965. Dianne has never felt that being disobedient without a good reason was a good idea, but she remains proud of her choice to leave campus in 1965. Dianne and the other students who left campus participated in gatherings at historic Brown Chapel AME and joined in daily marches. These actions resulted in her being struck in the arm with a cattle prod and being arrested twice. Dianne remains an active part of the Selma community, receiving the Congressional Foot Soldier Medal and Certificate and many other awards for her continuing struggle for racial equality. She has been interviewed by magazines, newspapers and multiple media outlets for her justice work, including an appearance on the NBC Today show. Her presentation will focus on her firsthand account of her involvement with the movement, listening to Martin Luther King, Jr. and all the events around Bloody Sunday in Selma. 

Dr. Hayden McDaniel received her Ph.D. from the University of Southern Mississippi (2019) and is currently an Education Curator at the Alabama Department of Archives and History.  Her dissertation research focused on post-World War II agricultural policy, specifically on changes to the southern peanut industry.  Hayden is interested in southern politics, public history education, oral history, and civil rights. Her next project, in anticipation of the centennial of women’s suffrage, focuses on writer, newspaper editor, socialite, and suffragist, Scottie McKenzie Frasier, who did her work in Hayden’s hometown of Dothan, Alabama. Her presentation will focus on using the Alabama Department of Archives and History’s digital collection to teach the Civil Rights movement.

Have questions? Contact Melanie Bouyer at

Earn CEUs

Step one: Click the Thinkific link to set up an account. There are individual Thinkific links for each lesson.

Step two: Complete each lesson.

Step three: Complete the survey if you have not already done so.

Step four: Take the quiz

Step five: Print your certificate.

Disclaimer: Links contain extra resources. Teachers do not have to read or watch the video to obtain a certificate.
Teachers may click the “complete and continue” button to advance to the survey and certificate.

Goals of SUPER

The aim of SUPER is to increase participants’ subject knowledge and, in turn, their confidence, enthusiasm, and effectiveness as educators. The content in these programs directly addresses the Courses of Study as mandated by the Alabama State Department of Education. Upon completion of a SUPER program, participants receive a certificate documenting hours earned toward professional development for submission within their own districts. SUPER programs are registered with ALSDE STIPD.

Through SUPER, AHF seeks to foster long-lasting relationships between Alabama’s institutions of higher education, public and private elementary and secondary schools, and the state’s many important historical and cultural organizations.

Participant Benefits

Participants in SUPER are afforded a rare and invaluable opportunity to join their peers and distinguished university professors in an intensive exploration of curriculum-relevant topics through directed pre-program readings, lectures, extensive analytical and critical discussions, film viewings, writing exercises, field trips and cultural experiences.

SUPER also provides a forum in which educators can interact, exchange ideas, gain fresh perspectives and learn new approaches to teaching. Participants develop a multidisciplinary approach to the humanities and enjoy many significant benefits all at no cost to them or their schools.

Who is eligible?

All 4th-12th grade teachers currently teaching in Alabama public and accredited private schools are eligible. School librarians and pre-service teachers will be considered on a case-by-case basis.


“I constantly receive letters of thanks to the Commission on Higher Education for the financial support given to the program. Recently, a new teacher wrote me saying that the resources she gained from SUPER are invaluable and that she has learned such a program for teachers is rare.

Indeed it is a rare jewel in Alabama’s educational system that brings together elementary, secondary and postsecondary teachers and university faculty all wanting to learn more to expand their knowledge and, therefore, their effectiveness in the classroom.” – Gregory G. Fitch, executive director of the Alabama Commission on Higher Education,

“As a 5th year special education teacher, I have attended numerous summer workshops. However, I sincerely believe that the Prisms of Place was, by far, the most influential and phenomenal workshop that I had the pleasure of attending. It was well organized, planned, executed and applicable to the secondary interdisciplinary curriculum.

In addition, all of the scholars who were selected to participate in the institute shared very valuable information that could be passed on to other educators, community leaders, parents and students in the Black Belt region.”Robbi Flowers, Special Education, Dadeville High School

“I’ve shared my books and information with so many people. You just can’t imagine the places that an opportunity presents itself to talk about these things.” – Ginger Dunn, Department of Youth Services

“I am so grateful to the Alabama Humanities Foundation for choosing the most effective people to lead these wonderful workshops as well as facilitating the multitude of details necessary to provide such worthwhile educational opportunities for Alabama teachers. Many elements of this seminar will be used in our various classrooms. Our lively discussions, presenting scholars included, revitalized and renewed us.”Karen Wilksman, Huntsville High School and Calhoun Community College

How is the SUPER program funded?

SUPER is a program of the AHF and as such receives financial support from diverse sources, including the National Endowment for the Humanities, individuals, and private and public corporations and foundations. Major financial support for SUPER comes from:

2017 Funders 

The Daniel Foundation of Alabama

Susan Mott Webb Charitable Trust

Poarch Band of Creek Indians

Vulcan Materials Foundation

State of Alabama (ACHE Fund)