Dr. Lucas Morel:
Dr. Lucas Morel:
Prof. Gordon Lloyd:
Prof. Gordon Lloyd:
Lecture, Prof. Gordon Lloyd:
Lecture, Dr. David Hackett Fischer:
Lecture, Dr. Lucas Morel:
Chapter 15, Document 18: Thomas Jefferson,
Notes on Debates in Congress
George Washington’s letter to the Hebrew Congregation in Newport, RI is perhaps the best expression of the spirit of religious liberty that shaped the new American republic. This August is the 225th anniversary of its composition. Join us at our August 22 webinar for a discussion in commemoration of the letter. We will discuss how religious liberty came about, its connection to America’s founding principles, and its consequences for American history and politics.
In addition to Washington’s letter, we will be discussing Madison’s “Memorial and Remonstrance Against Religious Assessments” and the Virginia Statute of Religious Freedom. All three documents may be found in the Ashbrook Center’s 50 Core American Documents: Required Reading for Students, Teachers and Citizens.
For the story behind the letter and additional information about it, please visit the web site of the George Washington Institute for Religious Freedom.
Readings from the 50 Core American Documents:
On 21 July, NCSS and TAH.org hosted the last of three episodes in their joint Summer Webinar Series about the Reconstruction amendments. Professor Scott Yenor discussed with a group of teachers the reasoning behind the 15th Amendment, different ideas about how to achieve its goal, and the resulting impact of access to the vote – real or imagined – by African-Americans over time. You can download a copy of the slideshow here, and the reading packet for the entire series here.
Lecture, Dr. Chris Flannery:
In part 2 of the TAH.org/NCSS Summer Webinar Series, Professor Scott Yenor discusses the need for, development of, and implementation of the 14th Amendment. Starting with conjecture over an ideal resolution to the Civil War, Professor Yenor and a group of teachers worked through the competing ideas and practical challenges of Reconstruction as applied to what became the 14th Amendment. You can access the slideshow used during the webinar here, and the reading packet for the three-session series here.
TeachingAmericanHistory.org is very happy to announce the launch of our Standards Search Tool for our Documents Library. You can now search for standards by type (Social Studies or Common Core ELA for History), state, and grade level and get lists of documents that are relevant to teaching them. You can also select a specific document and see which standards are most appropriate to it. A short how-to page is here, and you’ll see the interface for the tool on any document page – like this one - on both the right side of the screen and on the ‘Academic Standards’ tab right above the text of the document.
Professor Scott Yenor:
On the evening of 7 July, 2015, TeachingAmericanHistory.org and the National Council for the Social Studies presented the first of three webinars in a series based around the three Reconstruction Amendments. Professor Scott Yenor, of Boise State University, worked with a group of teachers from across the country to consider the constitutional, legal, and practical issues surrounding the 13th Amendment. Did the amendment represent a departure from constitutional precedent, or a culmination of it? How was the question of slavery dealt with as a constitutional and legal issue through this amendment? Were the Reconstruction amendments truly a coherent ‘package,’ as often portrayed? These questions and others were addressed in detail using this documents packet and this slideshow. Download those files and follow along with the attached podcast.
TeachingAmericanHistory.org is proud to offer the first 11 of 30 sessions of our Presidential Academy documents-based survey course of American history and American political thought through iTunesU, iTunes, and this blog.
Starting on Tuesday, 14 July, we’ll publish one session per week, excluding some weeks due to holidays. This first portion of the course will end on Tuesday, 22 September, and will be followed the week after by Part 2, and then Part 3 in 2016.
Presidential Academy was a grant-funded program that TAH.org presented to groups of teachers who met and studied in three cities over two weeks, with discussions rooted in three separate documents. The first days were in Philadelphia, beginning with the American Founding, through the Declaration of Independence. Additional documents and ideas were addressed and analyzed throughout the several sessions there before the group moved on to Gettysburg and Lincoln’s Gettysburg Address. Finally, the group moved to Washington, D.C., and study of modern America, with Dr. Martin Luther King’s “I Have a Dream” speech as the focal point.
Each session is made up of a set of readings, all linked from its blog post, and usually one lecture. Guiding questions and focus issues are at the foundation of each week’s study. A list of all session titles in Part 1 of the course is below, along with the dates on which each will be published on this blog, and the audio made available through iTunes. You can subscribe to our iTunes Podcast feed by clicking here. The entire course, divided into the three major sections – Philadelphia, Gettysburg, and Washington – is already available on iTunesU.
Session 1: Introduction and the “Apple of Gold”: - The Centrality of the Declaration of Independence in American Political Life, 14 July
Session 2: The American Mind: Part I, 21 July
Session 3: The American Mind: Part II, 28 July
Session 4: The Revolutionary Era, 4 AUG
Session 5: The Constitutional Convention, Part I – The Alternative Plans, 11 AUG
Session 6: The Constitutional Convention, Part II – The Connecticut Compromise, 18 AUG
Session 7: The Constitutional Convention, Part III – The Committee of Detail Report and the Close of the Convention, 25 AUG
Session 8: The Constitution and American Self-Government, 1 SEP
Session 9: The Proposed Constitution of 1787 and Its Defense in The Federalist Papers, 8 SEP
Session 10: The Federalist Papers – The Sum of Power and the Separation of Powers, 15 SEP
Session 11: The Federalist Papers – Legislative, Executive, and Judicial Branches, 22 SEP
We invite you to deepen your knowledge of American history through this series, and use these materials in any way that will benefit you and your students.
Presidential Academy, a program run by the Ashbrook Center for teachers and held in Philadelphia, Gettysburg, and Washington, D.C., is now available on iTunes U and will soon be available through this blog.
We’ve taken all 30 sessions of the program and packaged them into three parts, listed below, and we’re making them available in two formats, as indicated. Each session is made up of a lecture, usually 60-90 minutes long, and set of readings, which are linked from our documents library on TAH.org.
We invite you to subscribe to our iTunes podcast – through which all the audio for the Presidential Academy will be made available – and to use all these materials to expand your knowledge and understanding of the American experiment in republican self-government.
Part 1: The Declaration of Independence and the American Founding
Part 2: The Gettysburg Address and the Civil War
Part 3: MLK’s “I Have a Dream” speech and Modern America
When the delegates to the Constitutional Convention met in the summer of 1787 to deliberate on a new plan of government to supplant the ineffective Articles of Confederation, the first point on which they agreed was that their deliberations remain strictly private. The matters they were to discuss were highly controversial. There would be little possibility of reaching an agreement–a mutually acceptable compromise–if delegates had to argue under the scrutinizing lens of public report and comment. They would not be able to listen to each other’s arguments, giving differing opinions due consideration, if they had to constantly justify every word they spoke and every vote they took to constituents at home.
So it is fortunate that in this atmosphere of strict secrecy James Madison set out from the beginning to keep a record of each day’s proceedings. Largely because of Madison’s Notes on the Debates in the Federal Convention of 1787, we know today what issues the delegates discussed, what concerns they raised, and through what process they reached the joint agreement that became our Constitution. Madison respected the rule of secrecy during his life, not allowing the publication of his notes before his death. (For more on this and numerous other aspects of the Convention, See Professor Gordon Lloyd’s interactive website.)
This excerpt from Madison’s Notes, part of our collection on 50 Core Documents, includes summaries of major points made in the critical debate on representation in the legislative branch: whether the members of Congress would be elected directly by the people or rather elected as delegates to Congress by the state legislatures. It reveals interesting insights into the positions taken on this question by such key delegates to the convention as Elbridge Gerry (MA), Roger Sherman (CT), James Wilson (PA), George Mason (VA), and Madison (VA) himself. At the bottom of the excerpt from the Notes, you can find a drop-down list of documents related to this debate.