Teachers asScholars

2006-2007

PrincetonUniversity

Seminar Series

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Welcome to Teachers as Scholars! TeachersasScholars(TAS)isapartnershipbetweenPrincetonUniversityandsurroundingschooldistrictswiththeobjectiveofprovidingscholarlyand intellectually engaging professional development opportunities forteachers.TASisadministeredattheUniversitybythePrograminTeacherPreparationwhichisaregisteredProfessionalDevelopmentProviderfortheStateofNewJersey.Thisyear’sprogramwillincludeparticipationbyteachersofallgradelevelsandsubjectareasfromBordentownRegionalSchool District, EastWindsor Regional Schools, Flemington-RaritanSchoolDistrict,HillsboroughTownshipPublicSchools,HopewellValleyRegionalSchools,HunterdonCentralRegionalSchool,LawrenceTownshipPublicSchools,MontgomeryTownshipPublicSchools,PrincetonRegionalSchools,SouthBrunswickTownshipPublicSchools,WashingtonTownshipPublicSchools,andWestWindsor-PlainsboroRegionalSchools.

TASoffersseminarsforareateacherstaughtbyleadingfacultyandstafffromPrincetonUniversity.Theseminarsspanawiderangeofsubjectsinthehumanities,sciences,andsocialsciencesandareintendedtopromotelife-longlearningbyteachersatbothelementaryandsecondarylevels.Opentointerestedteachersfromanygradelevelorcontentarea,seminarsmeetfromonetoasmanyasthreedays,andthosewithmorethanonesessionusuallymeeteveryotherweek.Inpreparationforeachsession,seminarstypicallyrequireparticipantstocompletereadingsorotherwork,whichareprovidedatnocosttotheparticipantandwillbemailedamonthinadvanceoftheseminar.Localschooldistrictsgenerouslyprovidereleasetime and substitutes for teachers on seminar days. Specific dates and topic descriptionsareprovidedinthisbrochure.Inadditiontotheseacademicyearseminars,aSummerInstitutewillbeofferedinJulyof2007.SummerofferingswillbepostedinJanuary,2007onourwebsiteatwww.princeton.edu/teacher/tas.

TheTeachersasScholarsprogrambeganatHarvardUniversityin1996andhasextendedtoincludecollegesanduniversitiesacrossthecountry.TheTASprogramatPrincetonUniversityisinitseighthyearandissupportedbythePrograminTeacherPreparationatPrincetonUniversity,areaschooldistricts,andtheCotsenChildren’sLibraryatPrincetonUniversity.

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Seminars

John V. Fleming is the Louis W. Fairchild, ’24, Professor of English and Professor of Comparative Literature, Emeritus, at Princeton. He has written extensively on medieval literature and religion, as well as on the relationships between literature and the visual arts in the Middle Ages, and he has lectured on these topics, as well as on the nature and mission of humanistic study. In addition to his teaching at the college level, he has run National Endowment for the Humanities Summer Seminars for both college and secondary school teachers.

#1. Chaucer’s Canterbury Tales

November 13, November 27 and December 11

John V. FlemingDepartment of English

9:00 a.m. – 3:00 p.m.

Theseminarwillofferan introduction to the studyand teachingofChaucer’sCanterbury Tales.Ishalloperateontheassumptionthatmembersof theseminarhavenofamiliaritywithearlierformsof theEnglishlanguage.ThusweshallcalluponthesupportofamodernEnglishversionevenasweapproachthetextintheoriginalMiddleEnglish. Inadditiontoreadinganddiscussingselectedprologuesandtales,wewillfocusonthehistoricalbackground,Chaucer’sliteraryeducation,the idea of pilgrimage, medieval literary conventions and aestheticassumptions.Inourlastsession,wewilllookattherangeofChauceriannarrativeandconsidertheproblemofthepoem’sincompletion.

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#2. The Nature and Use of Human Language

November 15, November 29 and December 13

Marguerite BrowningProgram in Linguistics

9:00 a.m. – 3:00 p.m.

Modernlinguisticsseekstheanswerstothreequestions:Whatisknowledgeof language?Howis thisknowledgeacquired?Howis itputtouse?Inattemptingtoanswerthesequestions,linguistsstudytheproperties of specific languages to discover the universal properties, which are the foundation of all human language. The first session will introduce the concepts and assumptions of this approach to humanlanguage.Centraltothisinquiryaretheverypeculiarpropertiesofhumanlanguage acquisition: in the absence of pathology, children becomefluent native speakers of the language to which they are exposed to a surprisingly uniform degree, without explicit teaching, regardless ofintelligence,inarelativelyshorttime.Thesecondsessionwillfocusonsomeoftherecentresearchdevotedtounderstandingthewaychildrenacquiretheirnativelanguage(s)andhowthisprocessdiffersfromsecond,ornon-native, languageacquisition.Finally,weexplore someof thesocialaspectsoflanguageuseandattitudestowardslanguage,focusingonissuesrelatedtobilingualeducation,includingtheOaklandEbonicsresolution.

Marguerite Browning is an Associate Professor of the Council of the Humanities and of the Program in Linguistics at Princeton University and an Associate Faculty member in the Department of Psychology at Princeton University. She received her Ph.D. from the MIT Department of Linguistics and Philosophy in 1987 and taught in the Linguistics Department at MIT and the University of Texas/Austin before joining the Princeton faculty in 1990. Her research interests are in the area of syntactic theory, which is broadly concerned with the nature of the knowledge possessed by native speakers of a language concerning how sentences are formed in that language.

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Seminars

#3. Navigating the Horse Latitudes

November 17

Paul MuldoonProgram in Creative Writing

9:00 a.m. – 1:00 p.m.

AnopportunitytodiscussthemakingofPaulMuldoon’srecently-published tenthcollectionofpoetry,Horse Latitudes (2006), his first sinceMoy Sand and Gravel(2002).ThetitleofHorse Latitudesreferstothoseareasthirtydegreesnorthandsouthoftheequatorwheresailingshipstendtobebecalmed,wherestasis(ifnotstagnation)istheorderoftheday.FromBosworthFieldtoBeijing,theBoynetoBullRun,fromaseriesoftextmessagestothenineteenth-centuryIrishpoetTomMooretoanelegyforWarrenZevon,andfrompost-AgreementIrelandtoGeorgeW. Bush’s America, this book presents us with fields of battle and fields ofdebate,inwhichweoftenseemtohavecometoastandstill,butinwhichlanguagethathasbeendebasedmayyetberestruckandmadecurrenttoourpredicament.

Paul Muldoon was born in 1951 in County Armagh, Northern Ireland, and educated in Armagh and at the Queen’s University of Belfast. From 1973 to 1986 he worked in Belfast as a radio and television producer for the British Broadcasting Corporation. Since 1987 he has lived in the United States, where he is now the Howard G. B. Clark ’21 Professor in the Humanities at Princeton University. In 1999 he was elected Professor of Poetry at the University of Oxford. A Fellow of the Royal Society of Literature and the American Academy of Arts and Sciences, Paul Muldoon was given an American Academy of Arts and Letters award in literature in 1996. Other recent awards are the 1994 T.S. Eliot Prize, the 1997 Irish Times Poetry Prize, the 2003 Griffin International Prize for Excellence in Poetry, the 2004 Shakespeare Prize, and the 2005 Aspen Prize for Poetry. He has been described by the Times Literary Supplement as “the most significant English-language poet born since the second World War.”

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Seminars

Joshua T. Katz is a linguist by training, a classicist by profession, and a comparative philologist at heart. He received a B.A. from Yale, an M.Phil. from Oxford, and a Ph.D. from Harvard. At Princeton he is an Associate Professor of Classics, the John Witherspoon Bicentennial Preceptor, and a member of the Program in Linguistics. Broadly interested and published in the languages, literatures, and cultures of the ancient world, he counts among his honors the President’s Distinguished Teaching Award, which he received at Princeton’s Commencement in 2003.

#4. Ancient Egypt and its Hieroglyphs

November 21, December 5 and December 19

Joshua T. KatzDepartment of Classics

9:00 a.m. – 3:00 p.m.

Howdoyou—andhowdidtheEgyptians—readhieroglyphs?Ifyouhaveeverstoodbeforebrightlydecoratedsarcophagifrommillennia-oldpyramids,staringinrespectfulaweattheamazingsymbolswithouteverimaginingthatyou,too,couldreadandwritelikeanEgyptian,thishands-onseminarwillgetyoustarted.InourexplorationofancientEgyptiansocietyanditsorthographicsystemwewilltakebothaninternalandanexternalapproach:ontheonehandwewilllearnaboutthegods,mortals,pharaohs,andsphinxesaboutwhomtheEgyptianswrote;ontheotherwewillthinkaboutthecognitiveandartisticsimilaritiesanddifferencesbetweenthewaysinwhichweandtheEgyptiansexpressourselvesinwrittenform. On the first day we will become acquainted with Egyptian history, discovertheprinciplesthatunderliethehieroglyphicwritingsystem,andtakealookatthephenomenonof“Egyptomania”fromancienttimestothepresent.Thesecondsessionwillbedevotedtolearningasmuchaspossible about Egyptian language and writing. In the final meeting we will, among other things, take a field trip to the Princeton University ArtMuseum,wherewewillhavetheopportunitytoexamineEgyptianartifacts firsthand.

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Seminars

#5. Fast-Talking Dames and Democratic Culture

November 30 and December 4

Maria DiBattistaDepartment of English

9:00 a.m. – 3:00 p.m.

“FastTalkingDames”aimstointroduceorreacquaintitsparticipantswith the witty women of thirties and forties comedy film. Coming of ageduringthedepression,thefasttalkingdamecalledthingsasshesawthem.Sheofferedmovieaudiences,thenandnow,amodernmodelofAmerican womanhood – articulate, self-confident, and in control of her destiny.ThescreencharactersofKatherineHepburn,RosilandRussell,andBarbaraStanwyckout-talkedtheirmen,out-smartedtheirrivals,andspokeasnoonehadbefore.TheAmericanlanguageitselfseemedtobereinventedwitheverywordtheyspokeand,inmanyways,itwas. This seminar will explore the social and cultural revolutionspearheadedbythesefast-talking,resolutewomen.Wewillexamineinsomedetailthelanguagetheyspokeandthemanners,bothpublicandprivate,theycreated.Thefocuswillbeonhowtheyrespondedtothecontentious social and political issues of their time—and ours. The first seminar,whichwillfocusonIt Happened One Night,My Man GodfreyandThe Philadelphia Story,will focuson theheiress, theprivilegeddaughterofAmericanculture,whocomestounderstandthedarkersideofAmericanlife.ThesecondwillfocusontheMeet John DoeandHis Girl Friday,whichestablishtheculturalauthorityofthedameasreportersonthenationalscene. Thosewhotooklastyear’sseminarareeligibletoparticipateinthisoneaswell.

Maria DiBattista is a Professor of English and Comparative Literature at Princeton University. In 1994 she received the President’s Distinguished Teaching Award and in 1999 the Howard T. Behrman Award for Distinguished Achievement in the Humanities. Her research interests include modern literature and film. Her most recent book is Fast Talking Dames, a study of woman and classic film comedy.

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Seminars

#6. Engineering in the Modern World

January 3, January 17 and January 31

Michael G. LittmanDepartment of Mechanical and Aerospace Engineering

9:00 a.m. – 3:00 p.m.

Beginning with the industrial revolution in Great Britain, engineeringobjectsandsystemshaveshapedourmodernworld.Threesessionsareofferedthatexaminethemostimportantengineeringworksinthepast�00yearsfromscientific, social, and symbolic perspectives. Through visual lectures, classroom demonstrations,andsimpleexperiments,participantswilllearnaboutimportantengineeringinnovationsandkeyinnovatorsintheareasofstructures,machines,networks,andprocesses. The first session, “Iron, Independence, and Industry,” will focus on the periodbetween1779and18��.(1779isthedateofconstructionofIronBridge,the first metal bridge; 1855 is the date of James Francis’s Lowell Hydraulics Studies concerning the efficiency of water turbines.) This session will explore structuresandmachines(metalbridgesandsteamengines)andthedevelopmentofAmerica’searliestindustries,textileandsteamboats. The second session will be “Connecting Cities and Connecting theContinent,” and will focus on the period between 18�0 and 1869. (18�0is the opening date of the Manchester-Liverpool Railroad in England, thefirst passenger and freight line; 1869 is the date of completion of the US transcontinentalrailroad.)Thissessionwillbeaboutrailroadsandtelegraphsand will examine scientific developments (high-pressure steam, traction, and electromagnetism) and political and social influence of early transportation and informationnetworks. Thethirdsessionwillbe“TheRiseoftheGreatIndustries,”andwillfocuson theperiodbetween1876and19�9. (1876 is thedateof thePhiladelphiaExhibitioncelebratingAmerica’scentennialand19�9isthedateoftheNewYorkandSanFranciscoWorld’sFairs.)Thissessionwillconcernthetechnicaloriginsandeconomicandsocialeffectsofmajorindustriesincludingtelephone,automobile,airplane,oil,steel,radio,andelectricpower.

Michael G. Littman is a Professor of Mechanical and Aerospace Engineering at Princeton University. He joined the Princeton faculty in 1979 after receiving a Ph.D. in Physics from MIT in 1977. Prof. Littman teaches in the areas of control systems and microprocessors and co-teaches with Prof. David Billington about the history and science of engineering. His research interests include tunable lasers and telescope designs applicable to the search of earth-like planets about nearby stars.

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#7. Black Holes

January 5 and January 19

Michael StraussDepartment of Astrophysical Science

9:00 a.m. – 3:00 p.m.

Blackholesareamongthemostenigmaticobjects inastronomy.Theirexistencewaspredictedalmostacenturyagoasaconsequenceof Einstein’sTheory of General Relativity; in the last few decades,astronomershavediscoveredvastnumbersofthem,someinorbitsaroundordinarystars,andobjectsabilliontimesmoremassivethantheSunlurkingatthecoresofgalaxies.Inthiscourse,wewillexplorethenatureofblackholesandrelatedobjects(includingneutronstars,whitedwarfs,andpulsars),usingnomorethanhigh-schoolalgebra,anddrawinguponawiderangeofobservationsinastronomy.Wewillasksuchquestionsas:whathappensifyouweretofallintoablackhole?Whathappenswhentwoblackholescollide? Ifblackholesdon’temitanylight(asthenameimplies),howcanweknowthattheyarethere?Doblackholesliveforever?(Theanswer,surprisingly enough, turns out to be no.) Along the way, we will find ourselveslearningsomeofthebasicpropertiesofstars,andhowtheycanturnintoablackhole.WewillalsocomeawaywithabasicunderstandingofEinstein’sTheoryofGeneralRelativity.Wewilllearnthatblackholescanactuallybeaprodigioussourceofenergyforobjects,andinparticulararethebasicenginespoweringquasars.WewilldiscussProf.Strauss’ownresearchonquasars,amongthemostdistantastronomicalobjectsknown.

Michael Strauss is a Professor in the Department of Astrophysical Sciences at Princeton University, having joined the department in 1995. He studies the large-scale distribution of galaxies and quasars. He and his team currently hold the world record for the most distant known quasar.

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Russell Hulse won the Nobel Prize in Physics in 1993 for his part in the discovery of the first binary pulsar, a twin star system that allowed scientists to test important aspects of Albert Einstein’s theory of relativity. He is a Principal Research Physicist and Distinguished Research Fellow at Princeton’s Plasma Physics Laboratory and a Visiting Professor of Physics and Science Education at The University of Texas at Dallas. At UTD, he is developing science education collaborations between the University and local science museums, science centers, schools, and libraries.

#8. The Process of Scientific Discovery

January 24

Russell HulsePlasma Physics Laboratory

9:00 a.m. – 3:00 p.m.

How do scientific discoveries occur? Students are often taught in school that the “scientific method” is a strict procedure involving the pass/fail testing of rigidly defined hypotheses, but this dictum does not fully illuminate the rich variety of ways in which knowledge isreallydeveloped.Similarly,whiletheroleofserendipityisanecdotallypopular,theoldmaxim“chancefavorsapreparedmind”indicatesthatpureluckisseldomthewholestoryeither.Iwillbegintheseminarwithmy personal narrative of the discovery of the first binary pulsar. Each participant will then be expected to give a short presentation whichthey have prepared for the seminar, discussing the scientific context, motivation, and approach that lead to some important scientific result. Wewillusethesepresentationsasaspringboardtoabroaddiscussionofthe various ways that scientific progress occurs. I am counting on strong contributionsfromtheseminarparticipants tomakethisa livelyandthoughtful discussion. Participants will receive more specific guidelines for preparing their presentations before the seminar.The seminar islimitedto10participants.

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#9. The Origins of Modern Science, 1500-1700

February 8, February 22 and March 8

Michael S. Mahoney Department of History and Program in History of Science

9:00 a.m. – 3:00 p.m.

Duringthe16thand17thcenturies,asmallbutgrowingnumberofEuropeanthinkersarticulatedanewunderstandingofthenaturalworld,of what could be known about it, and of how that knowledge couldbeappliedtohumanpurposes.Throughanexaminationofformativeepisodes in modern astronomy, mechanics, optics, and physiology,the seminar will trace the emergence of science as an independent,institutionalized cultural activity.The seminar will also serve as anintroductiontohistoryofscienceasatoolofhistoricalinvestigationandasaresourceforteachingscience.Forasampleoftopicsandsources,seethesyllabusfortheinstructor’sundergraduatelecturecourseatwww.princeton.edu/~hos/h291.

Michael S. Mahoney has taught history and the history of science at Princeton since 1965. He divides his teaching and research between the history of the mathematical sciences from Antiquity to 1700 and the history of technology in the 19th and 20th centuries, with a focus on the development of modern computing. Professor Mahoney has served as chair of the Board of Trustees of the National Faculty, an organization dedicated to fostering working relationships between teachers and university faculty.

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Uli Knoepflmacher, the Paton Foundation Professor of Ancient and Modern Literature, teaches courses in 19thC British literature and Children’s Literature. He joined Princeton’s English department in 1979 and was previously a professor at the University of California at Berkeley. Having recently edited The Complete Fairy Tales of George MacDonald and Burnett’s A little Princess, he is completing a memoir called Oruro: Growing Up Jewish in the Andes.

#10. Children, Grownups, and Wild Things: Classics by Sendak, Kipling, Jarrell, and E. B. White

February 9, February 23 and March 9

Ulrich KnoepflmacherDepartment of English

9:00 a.m. – 3:00 p.m.

Children’sclassicswrittenandillustratedbythoseex-childrenwecall“adults”appeal toadualaudience.Byfrequentlydramatizinganinteractionbetween theyoungand theold, theyholdcomplementarymeaningsfortheirjuvenileandmaturereaders.Thisseminarwilllookataseriesofanimal fableswhosegraphicsandverbal textsweshallplace in a continuum. At our first meeting (“Alliances and Frictions”), we shall look atWHERETHEWILDTHINGSARE in relation to“Mowgli’sBrothers”and“HowtheWhaleGotItsThroat,”theopeningstoriesofTHEJUNGLEBOOKandJUSTSOSTORIES.AfterlookingatslidesandananimatedversionofSendak’sclassic,wewillconsideritsrelationtothesetwoKiplingantecedents.Oursecondmeeting(“FablesofSurvival”)willlinkKipling’sverbalandvisualart(nowrepresentedbytwotriosoffurtherstoriesabout“wildthings”)tothecollaborationbetween E. B.White and GarthWilliams in CHARLOTTE’SWEB.Lastly,inmeetingthree(“CohesionandSeparation”),weshalldiscussJarrell’sTHEANIMALFAMILYandSendak’s“adult”children’sbookHIGGLETY,PIGGLETY,POP!asoffshootsofWhite’sclassic.Anotherslidepresentation(onSendak’spicturebookDEARMILI)shouldbringtogethersomeofthestrandsweexplored.

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#11. Why can’t the United States get its act together with the international human rights system?

February 12, February 26 and March 12

Stanley N. KatzWoodrow Wilson School of Public and International Affairs

9:00 a.m. – 3:00 p.m.

WewilldiscussoneofthemajordilemmasinmodernU.S.history–whythe world’s first (and some would say best) democracy has been so limited and inconsistentinitssupportoftheinternationalhumanrightssystem.TheU.S.was,afterall,theleadingproponentoftheestablishmentoftheUnitedNations,andEleanor Roosevelt was the first Chair of the U.N. Human Rights Commission. Yetourcountryhasnotagreedtomanyofthemajorhumanrightstreaties,norhaveweyetsignedtheCovenantonEconomic,SocialandCulturalRights.WearecurrentlyholdingoutontheInternationalCriminalCourtandCEDAW(thetreatyopposingdiscriminationagainstwomen).ThenormalexplanationsforU.S.oppositiontohumanrightsare,ontheonehand,thatourownconstitutionalrightssystemisbetter than the internationalsystem,andon theothers, thatwe are a mean-spirited, selfish and self-interested nation. I want you to think aboutthepossibilityofathirdsortofexplanation–thatthefundamentalnatureof our historical constitutional tradition renders us dependent upon popularsovereignty(andthusdemocracy)asthesourceofbasicrightsandduties.Andthereforethatadoptionofsuchrightsandnormsneedstobedonethroughtheamendmentprocess,andnotbysigningontointernationaltreaties.TherecentdebateoverU.S.adherencetotheGenevaConventionsontherulesofwarisanurgentandpoignantreminderofthepracticalimportanceofthesequestionsinthiscountry. Thediscussionwillbebasedonlimitedoriginalsourcereadings,includingsome of the basic constitutional and international law documents, a recentessayofmyown:“ANewAmericanDilemma?:U.S.Constitutionalismvs.InternationalHumanRights,”�8 University of Miami Law Review,no.1,Oct.200�,pp.�2�-���,andtwobooks:MaryAnnGlendon,A World Made New: Eleanor Roosevelt and the Universal Declaration of Human RightsandPaulGordonLauren,The Evolution of International Human Rights.

Stan Katz is a lecturer with rank of professor at the Woodrow Wilson School. He is the faculty chair of both the undergraduate program and Center of Arts and Cultural Policy Studies. He is also President Emeritus of the American Council of Learned Societies.

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#12. The Little Rock School Integration Crisis, 1957-59

February 14, February 28 and March 15

John M. MurrinDepartment of History

9:00 a.m. – 3:00 p.m.

In19�7,ratherthanpermitLittleRock’sCentralHighSchooltoproceedwithitsplansforpeacefulintegration,GovernorOrvilleFaubusofArkansasmobilizedthenationalguard,preventedtheblackstudentsfromenteringtheschool,andprovokedanationalcrisis.PresidentDwightD.Eisenhowerintervenedtoupholdwhatheclearlyregardedastheruleof law as defined by the U.S. Supreme Court’s insistence on integration “withalldeliberatespeed.”HenationalizedtheArkansasnationalguardandsentunitsoftheelite101stAirborneDivisiontoCentralHigh.Theschoolwasintegrated,but theblackstudentshadtoendureayearoftensionandmisery.FaubusrepliedbyclosingallofLittleRock’shighschools for the academic year 1958-59, a move that finally provoked a sufficient community response to reopen the schools. Our assigned readings will be a packet of xeroxed documentsexploringthemajoraspectsofthecrisisinsomedetail.Wealsoexpectto show one or two films. Our aim is to demonstrate that history is not a cleannarrativewaitingtoemergefromthesources.It’smessy,andeachhistorianhastodecidewhatwillmakethemostpersuasivenarrative.Evenusingidenticalsetsofdocuments,notwohistorianswillgenerateidenticalnarratives.

John M. Murrin is a professor of history emeritus at Princeton. After teaching at Washington University, St. Louis, for ten years, he moved to Princeton in 1973. He taught early American history at both the undergraduate and graduate levels for thirty years, and, usually with James M. McPherson, he co-taught an undergraduate seminar on War and Society in the Modern World. In 1998-99 he served as President of the Society for Historians of the Early American Republic. He has published several essays on the Salem witch crisis.

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Seminars

Prof. J. Richard Gott graduated summa cum laude in Physics from Harvard and obtained his PhD in astrophysics from Princeton. He did postdocs at CalTech and Cambridge University before returning to Princeton, where he is now a Professor of Astrophysics. Prof. Gott’s work has been covered by Time, Newsweek, The New York Times, and The New Yorker. He was for many years the Chairman of the Judges for the Westinghouse-Intel Science Talent Search, the oldest and most prestigious science competition for high school students in the country. In 1998, Prof. Gott won Princeton University’s President’s Award for Distinguished Teaching.

#13. Einstein

March 7 and March 21

J. Richard Gott Department of Astrophysical Science

12 p.m. – 5:00 p.m.

Time Magazine picked Albert Einstein as the most influential person of theTwentiethCentury.InthistwodaycourseProf.GottwillexplainEinstein’sepoch-makingtheoriesofSpecialandGeneralRelativityandtheirimplicationsfortoday’sresearchinawaythatiseasytounderstand.Hewillpresentanumberofdemonstrationsthatyoucanuseinyourclasses.

Day 1: March 7, 2007 Lunch: Einstein in Princeton. TheimportanceofEinstein.EinsteinandNewton.TheideasofSpecialRelativity.Why moving clocks tick slowly.Why you can’t build a rocket that goesfasterthanthespeedoflight.HowE=mc^2isderived.TheideasofGeneralRelativity—Einstein’stheorythatgravityisdutoacurvatureofspaceandtime.Theblackhole:ahotelwhereyoucheckinbutyoudon’tcheckout.

Homework assignment: Either after class, or just before the next class, drive by Einstein’s house in Princeton. A map will be provided.

Day 2: March 21, 2007 Lunch: Gott’s famous Pizza Lecture on time travel in General Relativity.Prof.GottwilldescribehissolutiontoEinstein’sEquationsofGeneralRelativityfor two moving cosmic strings, which is sufficiently twisted to allow time travel tothepast.Wormholes.Whyyoucan’tuseatimemachinetogobackintimebefore the time machine was built. Extra dimensions.The Big Bang. HowEinstein’s“biggestblunder”turnedoutnottobeablunderafterall.Howtheuniversemighthavegottenstarted.

Reading: Prof. Gott’s popular book Time Travel in Einstein’s Universe. Picked by Booklist as one of the 4 best science books in 200�.

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Seminars

#14. Numbers of Every Kind

March 13 and March 27

John ConwayDepartment of Math

9:00 a.m. – 3:00 p.m.

Theusesof thewordnumberarediverse: thecountingnumbers,zero,fractions,negativenumbers,quadraticsurds,algebraicnumbers,transcendental numbers, infinitesimal and transfinite numbers, surreal numbers,complexnumbers,quaternions,octonions. Then there are special sets or sequences of numbers: the primenumbers,MersenneandFermatnumbers,perfectnumbers,FibonacciandCatalannumbers,EulerandEuleriannumbers,Bernoullinumbers. Finally there is a host of special numbers: Ludolph’s π, Napier’s ε, Euler’s γ, Feigenbaum’s constant, and so on. I’lltalkaboutaselectionfromallthesetopics.

John H. Conway was born in Liverpool, England, on December 26, 1937. He is one of the preeminent theorists in the study of finite groups and the mathematical study of knots, and has written over 10 books and more than 140 journal articles. Before joining Princeton University in 1986 as the John von Neumann Distinguished Professor of Mathematics, Conway served as professor of mathematics at Cambridge University, and remains an honorary fellow of Caius College. The recipient of many prizes in research and exposition, Conway is also widely known as the discoverer of the Surreal Numbers and as the inventor of the Game of Life, a computer simulation of simple cellular “life,” governed by remarkably simple rules.

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Seminars

#15. Picturing Paris in Impressionist and Post-Impressionist Painting

March 14, March 28 and April 18

Caroline HarrisPrinceton University Art Museum

9:00 a.m. – 3:00 p.m.

In the late nineteenth century, the city of Paris went through astartling metamorphosis from a filthy, medieval city of small, twisting streetstoamodernmetropoliswithwideboulevards,beautifulparks,andastateoftheartsewagesystem.BaronGeorges-EugèneHaussmannandEmperorNapoleonIIIwerethetwomenmostdirectlyresponsibleforthistransformation.Paris,thecelebratedcityoflights,wastheproductoftheirvision.Inthesameperiod,Frenchavant-gardeartistssuchasClaudeMonet,EdgarDegas,andHenrideToulouse-Lautrecweretransformingtraditional painting using brilliant colors, legible brushstrokes, andradicalapproachestocomposition.Theirsubjectmatterwasdrawnfromeverydaylife,particularlythelifeofthecenteroftheartworld,Paris.Theycaptureditstrainstations,spectaculardowntownvistas,entertainments,cafés,andcafés-concerts,aswellasleisureactivitiesalongtheSeine. This course will examine Haussmann’s work as prefect of theSeine under the Second Empire and explore the new Paris throughphotographsandrelevantworksofartbyÉdouardManet,ClaudeMonet,CamillePissarro,AugusteRenoir,EdgarDegas,BertheMorisot,MaryCassatt,HenrideToulouse-Lautrec,andVincentVanGogh.ClasseswillincludeslidelecturesandgallerysessionsatthePrincetonUniversityArtMuseum.OneseminardaywillbespentinNewYorkCityattheMetropolitanMuseumofArt.

Caroline Harris has been the Curator of Education and Academic Programs at the Princeton University Art Museum for the past five years. Prior to that, she served as the Staff Lecturer in Charge of Academic Affairs at the Philadelphia Museum of Art. She holds M.A. and Ph.D. degrees in the History of Art from the University of Virginia. Her dissertation topic was Le Violon de Delacroix: Musicality and Modernist Aesthetics.

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Seminars

#16. Contemporary Fiction

March 8, March 22 and April 12

Michael WoodDepartment of English

9:00 a.m. – 3:00 p.m.

This seminar will explore recent developments in fiction written inEnglishinCanada,theUnitedStatesandtheUnitedKingdom.Eachsessionwill concentrateon twoparticular, substantial texts, andwillinvolve close reading and critical exercises; other novels and someliteraryandhistoricalstudieswillalsoberecommended.Thequestionswe shall have inmindwill include the statusofEnglish as agloballanguage and the role of fiction in the understanding of different times andcultures,aswellasthechangingpossibilitiesofformalexperiment.ThenovelsweshallstudycloselytakeupthethemesofIndianhistory,dyinginAmerica,cloning,theHolocaust,memory,desireandtroubledlove;andinspiteoftheirrange,intermsbothoforiginandofcontent,they share the restless curiosity that has recently come to define much of the best work in literature. For these writers fiction is an art, certainly, but it is also an instrument of inquiry, a way of finding out whatever otherwisecouldwellremainunknown. Thetextsfordetailedstudywillbe: AmitavGhosh,The Glass Palace MargaretAtwood,The Blind Assassin KazuoIshiguro,Never Let Me Go NicoleKrauss,The History of Love ZadieSmith,On Beauty PhilipRoth,Everyman

Michael Wood is the Charles Barnwell Straut Class of 1923 Professor of English and a Professor of Comparative Literature at Princeton. He received the Howard T Behrman Award for Achievement in the Humanities in 2002 and the President’s Distinguished Teaching Award in 2005. A member of the American Philosophical Society and the American Academy of Arts and Sciences, he is a frequent contributor to the New York Review of Books and the London Review of Books, writing chiefly on modern literature and on film. His most recent book is Literature and the Taste of Knowledge (2005).

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Kathy SiegfriedCoordinating SupervisorBordentown Regional School District�18WardAvenueBordentown,NJ08�0�-1768(609)298-002�ext.11�9

Michael DzwonarDirector of Curriculum, Technology and GrantsEast Windsor Regional School System2�ALeshinLaneManducaBuildingHightstown,NJ08�20(609)���-78�1

Teacher Registration with the School District:Please fill out the District Application on page 20 of this brochure and submitittoyourDistrictContactlistedbelow by _________________________.YourDistrictContactwillnotifyyouofyourstatus.

Teacher Registration with the University:Once you receive confirmation from the District Contact RepresentativethatyouhavebeenselectedtoattendaTeachersasScholarsseminar,youneedtoregisterelectronicallyontheTeachersasScholarsWebPageathttp://www.princeton.edu/teacher/tas.ThedeadlineforregistrationwiththeUniversityisOctober 11, 2006.

IfyouhaveanyquestionsaboutTeachersasScholars,pleasecontactDr.HelenH.Martinson,CoordinatorofTeachersasScholars,athmartin@princeton.eduorat(609)2�8-���6,oryourDistrictContact.InformationcanalsobefoundontheTASWebPagelistedabove.We hope you find your experience with Teachers as enjoyable and rewarding,andwelookforwardtoyourparticipation.

District Contacts

Registration Procedure

Jack FarrSuperintendentFlemington-Raritan School District�0CourtStreetFlemington,NJ08822(908)28�-7�7�

Lisa AntunesAssistant SuperintendentHillsborough Township Public Schools�79SouthBranchRoadHillsborough,NJ088��(908)�69-00�0

�9

Kate NapolitanoDirector of InstructionHopewell Valley Regional Schools�2�S.MainStreetPennington,NJ08���(609)7�7-�002ext.2�0�

Judy GrayAssistant SuperintendentHunterdon Central Regional High School8�Route�1Flemington,NJ08822(908)28�-7180

Rebecca GoldDirector of Personnel and TechnologyLawrence Township Public Schools2�6�PrincetonPikeLawrenceville,NJ086�8(609)671-���0

Jane PlengeAssistant SuperintendentMontgomery Township Public Schools101�Route601Skillman,NJ08��8(609)�66-7601

District Contacts

Jeffrey GraberAssistant Superintendent of Curriculum and InstructionPrinceton Regional Schools2�ValleyRoadPrinceton,NJ08��0(609)806-�20�ext.20�0

Lynne FoxDirector of Professional DevelopmentSouth Brunswick Township SchoolsP.O.Box181MonmouthJct.,NJ088�2(7�2)297-7800ext.�10�

Kathy FosterAssistant Superintendent of Curriculum and InstructionWashington Township Public Schools1��Robbinsville-EdinburgRd.Robbinsville,NJ08691(609)6�2-0910ext.2211

Gerri HutnerDirector of CommunicationsWest Windsor-Plainsboro Regional Schools�0�VillageRoad,WestPrincetonJunction,NJ08��0(609)716-�000ext.�0�6

20

Application to School District

PleaseprovidetheinformatonbelowandsubmitthisformtoyourDistrictContactnolaterthan

____________________________.

Name_____________________________________________

School ____________________________________________

GradeLevel/ContentArea_____________________________

Please list your first, second and third choices for the seminar youwishtoattend: Seminar Number SeminarTitle

Choice1 _____________________________________Choice2 _____________________________________

Choice� _____________________________________

Pleaseduplicatethisformasnecessary

2�

About the Program in Teacher Preparation at Princeton University

an interdepartmental course of study ThePrograminTeacherPreparationisauniquelydesignedin-terdepartmentalcourseofstudythatpreparesPrincetonUniversitystudents, both undergraduate and graduate, to become certified to teachat theelementaryandsecondary levels.TheProgramoffersspecific courses, special seminars and colloquia, and many exciting opportunitiesfordirectcollaborationwithareaclassroomteachersthrough structured, practical field experiences, including full-time practice teaching.AlthoughthePrograminTeacherPreparationisrelatively small with approximately 25 students earning certification each year, the students who earn certification are sincerely committed tobecomingteachersandbringalevelofenthusiasm,dedication,andintellectualexcellencethatwillmakethemoutstandingmembersoftheprofession.Weareveryproudofourlong-timecollaborationwiththeteachersandadministratorsfromareaschools,andwearegratefulfortheirwillingnesstosharetheirexpertiseandtheirvaluabletimetohelpustoprepareourstudentssosuperbly.Wecallthiscollaborationthe“communitythatbuildsteachers.”

other important initiatives InadditiontoTeachersasScholars,thePrograminTeacherPrepa-rationisresponsiblefortwootherimportantinitiativesforstudentsandteachersinareaschools.ThePrincetonUniversityPreparatoryProgram (PUPP), inaugurated in July 2001, provides high schoolstudentsfromworking-classfamilieswithanopportunitytodeveloptheir skills, knowledge, qualifications, and self-confidence so that they willhavethebestchancepossibletobeadmittedtoandsucceedatthenation’sleadinguniversities.Eachspring,agroupofrisingsopho-moresfromTrenton,Ewing,andPrincetonHighSchools,selectedbasedongrades,testscores,andessays,areinvitedtospendthenextthreesummersattendingclassesatPrincetonUniversity.Theinvita-tionistothembutengagestheirfamiliesaswell.AtPrinceton,theyundertakeanintensiveandchallengingsix-weekprogramofcourses,

22

Program in Teacher Preparation Staff41 William Street

Princeton, NJ 08540(609) 258-3336

John B. Webb, DirectorTodd W. Kent, Associate Director

Jason R. Klugman, Program AdministratorTorey Wilson, Program Administrator

Anne N. Catena, Special Projects DirectorHelen H. Martinson, Program Administrator and

Teachers as Scholars, Coordinator

tutorials, internships, and guided field trips. PUPP is the brainchild of MiguelCenteno,professorofsociology,anddirectorofthePrincetonInstituteforInternationalandRegionalStudies.ItisadministeredbythePrograminTeacherPreparation,working inclosecooperationwiththeprincipalsandprofessionalstaffoftheTrenton,PrincetonandEwingschooldistrictstoidentifyandrecruitstudentsandtotracktheirprogress.

QUESTisaprofessionaldevelopmentprograminscienceandmathematicsforlocalelementary,middleandhighschoolteachersheldonthePrincetonUniversitycampus.Thisprogram,featuringatwo-weekintensiveSummerInstitute,presentsauniqueopportunityfor teachers to enhance their personal knowledge of science andmathematicscontentbyengaginginlaboratoryexperiments,researchand field experiences led by the faculty and staff of the University andscientistsfromneighboringinstitutions.QUESTofferspartici-pantsthechancetodevelopneededskillsforapplyinginquirybasedteachinginareaschools,byhelpingthemdeveloptheirknowledge,confidence, and enthusiasm in science and mathematics education.

FormoreinformationonPrincetonUniversity’sPrograminTeacherPreparation,pleasevisitourwebsiteatwww.princeton.edu/teacher/.

Teachers as Scholars is made possible through the support of the Program in Teacher Preparation, the area school districts,

and the Cotsen Children’s Library at Princeton University.

Teachers as Scholars is dedicated to the intellectual growth of teachers through a partnership between Princeton University’s Program in Teacher Preparation and the following school districts:

Bordentown s East Windsor Flemington-Raritan s Hillsborough

Hopewell Valley s Hunterdon Central s LawrenceMontgomery s Princeton Regional

South Brunswick sWashington s West Windsor-Plainsboro

Cover picture is the Princeton University Press Building, the location of the Program in Teacher Preparation.