We the Teachers

Documents in Detail: Federalist 51

 

| Open Player in New Window

One of the most famous of The Federalist, number 51, penned by James Madison in February 1788, tackles the issue of how to build a system of government that is forced to check itself in order to prevent it from becoming tyrannical. Along with Federalist 51, the panelists discussed specific Antifederalist writings that addressed the same issue, bringing together an array of documents that orbit the same concerns.

About 30 minutes into this program, Dr. John Moser was dropped by the Webex system, and was able to rejoin a few minutes later. The panelists continued the discussion uninterrupted.

Access the program archive

iTunes Podcast

Podcast RSS

September Programs and Website Update

 

| Open Player in New Window

We’re trying something new in the form of a short, monthly website and programs update podcast, in which we’ll take a few minutes to highlight some of the newest and most relevant resources and programs we’re offering online and in person. This month’s update includes mention of the following:

  • Constitution230 – our resource to help you celebrate Constitution Day
  • American History Toolkits – our ‘on ramps’ to transitioning away from textbooks to a documents-based approach to teaching
  • Upcoming MAHG courses – live, online, documents-based graduate courses for teachers of American history and government
  • In-person TAH.org events – an interactive calendar of programs taking place around the country, maybe even near you

September 17th, 2017: the Constitution’s 230th Anniversary

Constitution Day in 2017 marks 230 years since the Founders signed the Constitution and released it to the Congress, states, and people of America for consideration, and eventual ratification. TeachingAmericanHistory.org has assembled a collection of some of our best Constitution-related resources, from exhibits to lessons to archived programs, and has created a new interactive timeline to help you celebrate the day with your students.

Access the 230th Anniversary resources here.

Join TAH.org at NCSS in San Francisco!

Representatives from TAH.org will be at NCSS in San Francisco, November 17th and 18th, 2017. Jeremy Gypton, Michelle Hubenschmidt, and Chris Pascarella will be on the exhibitor floor with information about our teacher programs, Master’s programs, and online resources. Additionally, Michelle will be meeting with various national and state-level Social Studies leaders throughout the conference, so if you’re attending the Council of State Social Studies Specialists (CS4) meetings you might see her. Jeremy is taking part in a panel session with other members of the Civics Renewal Network (CRN), detailed below.

Session #761: Civics is Cool Again: Debating Our Constitution
Friday, November 17, 10:00 – 11:00 am
Room: 2020, Moscone Center West

Documents in Detail: Declaration of Independence

 

| Open Player in New Window

The first Documents in Detail session for the 17-18 school year took place on 30 August 2017, with a discussion of the Declaration of Independence. Among the many topics and questions discussed were Jefferson’s idea of an “American Mind,” the issue of Jefferson’s authorship – which was no widely known for years after the document was written – and the many local declarations of independence, hundreds of which were written by towns, churches, and civic groups during the first half of 1776.

The panelists fielded questions about the choice of Jefferson as the primary author and the input and impact of other delegates to the Second Continental Congress, and pointed out that Jefferson’s use of Locke’s ideas and language acted as “18th Century hyperlinks,” which virtually any reader would recognize as important ideas, if not also as the works of John Locke. Also of interest was the discussion of the parts that were left out of the final, accepted draft and the first draft.

This program could work well with students as well as teachers and anyone interested in learning more about why the document was written, what it meant, and what it still means.

Books mentioned include Edmund Morgan’s American Freedom, American Slavery, Jay Fliegelman’s Declaring Independence: Jefferson, Natural Language, and the Culture of Performance, and Annette Gordon-Reed and Peter Onuf’s “Most Blessed of the Patriarchs”: Thomas Jefferson and the Empire of Imagination.

Program archive page

iTunes Podcast

Podcast RSS

Philadelphia Travel Resource

Are you planning on visiting historic Philadelphia, either yourself or with students? Our Constitutional Convention exhibit has resources about the Convention itself, and also an interactive map of 1787 Philadelphia, with information about sites related to the Convention and those who attended it. You can also download a PDF copy of the map and the entries on it and carry it on a tablet or some other device while walking around the city.

Another great resource to consider as you put together lessons about the Founding is our American History Toolkits, specifically the section about the American Founding. Our Toolkits will help you transition from relying on textbooks to using original documents and documents-based resources only.

Saturday Webinar: The Intolerable Acts

 

| Open Player in New Window

TAH.org’s first Saturday Webinar of the 2017-18 school year took place on 26 August, focusing on the Intolerable Acts. Over 120 teachers joined our panel of scholars for a live discussion of the directives from Parliament that made up the Acts, looking at what they said, how they were received, and how they shaped the colonial response to British rule. Dr. Todd Estes, one of the panelists, recommended Unbecoming British as a good book for additional background on how the American colonists transformed from a colonial to a post-colonial people.

Program archive page

iTunes Podcast

Podcast RSS

LBJ’s Birthday: 27 August

27 August of 2017 marks the 109th birthday of Lyndon Baynes Johnson, our 34th president. Below are some resources worth using to learn more about the president behind the Great Society, and saddled with much of the legacy of the Vietnam War.

Summer Podcast: Re-examining Hoover and FDR

 

| Open Player in New Window

Hoover and FDR, presidents during the Great Depression, are often fit neatly into nearly-stereotypical categories: the do-nothing and the man of action; the old, ineffective approach and new, successful perspectives. Dr. John Moser of Ashland University discusses where and how these images of the two presidents are accurate, misleading, and in some places incorrect.

TAH.org’s new seasons of live Webinars will begin on 26 August, with the first Saturday Webinar, focused on the Intolerable Acts.

Summer Podcast: Religion and Science – The Case of Eugenics

 

| Open Player in New Window

This podcast discusses the eugenics movement in the United States in the first decades of the 20th century. Eugenics gained authority from science, earned the support of prominent Americans, and led to the passage of sterilization laws designed supposedly to enhance the human gene pool. The podcast explains why religious leaders joined the eugenics movement and why others opposed it. Understanding the eugenics movement helps us understand the complex relationship between science, religion and politics in American history.

Summer Podcast: Jefferson and Hamilton – Opposed in Death as in Life, pt2

 

| Open Player in New Window

Originally recorded in March, 2005, Dr. Stephen Knott addressed a group of teachers in a two-session program, discussing the often-clashing views and personalities of Thomas Jefferson and Alexander Hamilton. Both programs address the following points, and together lay a solid foundation on the two men, their ideas, and their legacies.

How do you explain the cult of Thomas Jefferson that emerged in the 20th century? Why did New Deal advocates of a strong central government embrace Jefferson over Hamilton? 20th Century progressives were fond of advocating “Hamiltonian means to achieve Jeffersonian ends” — what did they mean by that statement? Jefferson, it is alleged, conducted his Presidency in a Hamiltonian fashion — what evidence is there to support this contention, and what impact did that have on Jefferson’s successors? Throughout much of the nation’s history, American politicians turned to Jefferson or Hamilton and embraced their principles and practices to bolster their cause — why was this done and is this still the case? What role has race played in influencing both men’s reputations among scholars and the public? Abraham Lincoln often invoked Jefferson’s name and Jeffersonian rhetoric throughout his political career and seldom invoked Hamilton’s name or principles. Yet, one could argue that his policies were decidedly Hamiltonian. How does one explain this apparent discrepancy? It is said that Americans “honor Jefferson but live in Hamilton’s country” — is this true? Is it accurate to claim, as many Hamiltonians argue, that Thomas Jefferson’s world is a thing of the past, and that Hamilton is the “man who made modern America”? If Jefferson’s world is a lost world, then what have we lost?

Summer Podcast: Causes of the Civil War pt.2

 

| Open Player in New Window

ew other questions in American history have generated more controversy than “What Caused the Civil War?” That conflict preserved the United States as one nation, indivisible and abolished the institution of slavery that for more than four score years had made a mockery of American claims to stand as a republic of liberty, a beacon of freedom for oppressed peoples in the Old Word. But these achievements came at the great cost of more than 629,000 lives and vast destruction of property that left large parts of the South a wasteland. Could this terrible war have been avoided? Who was responsible for the events that led to war? Could the positive results of the war (Union and Freedom) have been achieved without war? How have participants in the war and historians answered these questions over the five generations since the war ended?

James M. McPherson is the George Henry Davis ’86 Professor of History at Princeton University and 2003 president of the American Historical Association. Widely acclaimed as the leading historian of the Civil War, he is the author of Crossroads of Freedom: Antietam (a New York Times bestseller), For Cause and Comrades (winner of the Lincoln Prize), and many other books on Lincoln and the Civil War era.

McPherson, a pre-eminent Civil War scholar, is widely known for his ability to take American history out of the confines of the academy and make it accessible to the general reading public. His best-selling book Battle Cry of Freedom: The Civil War Era won the Pulitzer Prize in history in 1989. He also has written and edited many other books about abolition, the war and Lincoln, and he has written essays and reviews for several national publications.

McPherson is the George Henry Davis ’86 Professor of History at Princeton University. He earned a bachelor’s degree from Gustavus Adolphus College and his Ph.D. from Johns Hopkins University.

Session Two

Focus: Nearly four months elapsed from the secession of South Carolina to the firing on Fort Sumter that started the war. During this period there were many efforts to fashion a compromise to forestall the secession of Southern states, or to bring them back into the Union, or in the last resort to avoid an incident that would spark a shooting war. All failed, and the war came. Why? Why didn’t the Lincoln refuse to surrender the fort? Why did Jefferson Davis decide to fire on the fort? Why did both sides prefer war to compromise?

Readings:

  • McPherson, Battle Cry of Freedom, 202-275
  • Charles B. Dew, “Apostles of Secession,” North and South, IV (April 2001), 24-38
  • Hans L. Trefousse, ed., The Causes of the Civil War, 91-125 (excerpts from Ramsdell, Potter, and Current)
  • Perman, ed., Coming of the American Civil War, 300-314 (excerpt from Paludan)
  • “Official Explanations of the Causes of the Civil War,” from the Causes of the Civil War, 28-47 (Messages of Davis and Lincoln)

Summer Podcast: Jefferson and Hamilton – Opposed in Death as in Life, pt1

 

| Open Player in New Window

Originally recorded in March, 2005, Dr. Stephen Knott addressed a group of teachers in a two-session program, discussing the often-clashing views and personalities of Thomas Jefferson and Alexander Hamilton. Both programs address the following points, and together lay a solid foundation on the two men, their ideas, and their legacies. Part 2 will be published on 24 July 2017.

How do you explain the cult of Thomas Jefferson that emerged in the 20th century? Why did New Deal advocates of a strong central government embrace Jefferson over Hamilton? 20th Century progressives were fond of advocating “Hamiltonian means to achieve Jeffersonian ends” — what did they mean by that statement? Jefferson, it is alleged, conducted his Presidency in a Hamiltonian fashion — what evidence is there to support this contention, and what impact did that have on Jefferson’s successors? Throughout much of the nation’s history, American politicians turned to Jefferson or Hamilton and embraced their principles and practices to bolster their cause — why was this done and is this still the case? What role has race played in influencing both men’s reputations among scholars and the public? Abraham Lincoln often invoked Jefferson’s name and Jeffersonian rhetoric throughout his political career and seldom invoked Hamilton’s name or principles. Yet, one could argue that his policies were decidedly Hamiltonian. How does one explain this apparent discrepancy? It is said that Americans “honor Jefferson but live in Hamilton’s country” — is this true? Is it accurate to claim, as many Hamiltonians argue, that Thomas Jefferson’s world is a thing of the past, and that Hamilton is the “man who made modern America”? If Jefferson’s world is a lost world, then what have we lost?

Summer Podcast: Causes of the Civil War, pt.1

 

| Open Player in New Window

Few other questions in American history have generated more controversy than “What Caused the Civil War?” That conflict preserved the United States as one nation, indivisible and abolished the institution of slavery that for more than four score years had made a mockery of American claims to stand as a republic of liberty, a beacon of freedom for oppressed peoples in the Old Word. But these achievements came at the great cost of more than 629,000 lives and vast destruction of property that left large parts of the South a wasteland. Could this terrible war have been avoided? Who was responsible for the events that led to war? Could the positive results of the war (Union and Freedom) have been achieved without war? How have participants in the war and historians answered these questions over the five generations since the war ended?

James M. McPherson is the George Henry Davis ’86 Professor of History at Princeton University and 2003 president of the American Historical Association. Widely acclaimed as the leading historian of the Civil War, he is the author of Crossroads of Freedom: Antietam (a New York Times bestseller), For Cause and Comrades (winner of the Lincoln Prize), and many other books on Lincoln and the Civil War era.

McPherson, a pre-eminent Civil War scholar, is widely known for his ability to take American history out of the confines of the academy and make it accessible to the general reading public. His best-selling book Battle Cry of Freedom: The Civil War Era won the Pulitzer Prize in history in 1989. He also has written and edited many other books about abolition, the war and Lincoln, and he has written essays and reviews for several national publications.

McPherson is the George Henry Davis ’86 Professor of History at Princeton University. He earned a bachelor’s degree from Gustavus Adolphus College and his Ph.D. from Johns Hopkins University. This program was originally recorded at Princeton University on 12 February 2005.

Part 2 of this two-part series will be published on 5 August 2017.

Session One

Focus: The question of what caused the Civil War is really two questions. The first is “Why did the South secede?” The second is “Why did secession lead to war?” This seminar will analyze the roots of secession. At the beginning of the American Revolution all thirteen of the states that formed the United States had slavery. By the first decade of the nineteenth century, however, states north of the Mason-Dixon line and Ohio River had abolished the institution while slavery flourished more than ever south of those lines. A definite “North” and “South” with increasingly disparate socioeconomic institutions and distinctive ideologies had begun to develop. Yet for a half century these contrasting sections coexisted politically in the same nation. Why and how did that national structure fall apart in the 1850s? Was this breakdown inevitable, or could wiser political leadership have prevented it? Why did the election of Abraham Lincoln as president precipitate the secession of seven lower-South states?

Readings:

  • James M. McPherson, “What Caused the Civil War?” North and South, IV (Nov. 2000), 12-22, and responses to this article in subsequent issues of North and South
  • Michael Perman, ed., The Coming of the American Civil War, 23-53, 90-113, 169-88, (excerpts from writing by Beard, Owsley, Craven, Randall, Holt, and Foner)
  • James M. McPherson, Battle Cry of Freedom, 78-116, (or any other chapter of your choice among chaps. 2, 4, 5, or 6)
  • “Premonitory Explanations of the Sectional Crisis,” from The Causes of the American Civil War, 1-27 (excerpts from Calhoun, Seward, Douglas, and Lincoln)

50 Documents That Tell America’s Story

Required reading for students, teachers, and citizens.

Access Now

TeachingAmericanHistory.org is a project of the Ashbrook Center at Ashland University

401 College Avenue | Ashland, Ohio 44805 (419) 289-5411 | (877) 289-5411 (Toll Free)

info@TeachingAmericanHistory.org