We the Teachers

Session 3: The American Mind, Part 2

Lecture, Dr. Lucas Morel:  

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Focus

The political logic of the argument of the Declaration, continued: Further reflections on the course of human events, people, the laws of nature and of nature’s God, decent respect for the opinions of mankind, self evident truths, equality, rights, liberty, the pursuit of happiness, consent, prudence, the ends of government, the right to abolish government and institute new government, facts submitted to a candid world, sacred honor, and more.

Religious Liberty and the American Founding Webinar

A Discussion Celebrating the 225th Anniversary of Washington’s Letter to the Hebrew Congregation

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:

The program will take place on Saturday, August 22nd, at 11am EST, and will last about 75 minutes. It is free. Panelists will be David Tucker and Chris Burkett.

Click here to register for this special event

The 15th Amendment: Providing the Vote

 

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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.

Session 2: The American Mind, Part 1

Lecture, Dr. Chris Flannery:  

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Focus

Thomas Jefferson wrote that in drafting the Declaration of Independence he meant to give expression to “the American mind.” What does the Declaration tell us about the American mind as it related to the foundations, forms, and purposes of the newly sovereign United States? What is the political logic of the argument of the Declaration? What is the philosophical and historical heritage on which the Declaration draws? Reflections on the course of human events, people, the laws of nature and of nature’s God, decent respect for the opinions of mankind, self evident truths, equality, rights, liberty, the pursuit of happiness, consent, prudence, the ends of government, the right to abolish government and institute new government, facts submitted to a candid world, sacred honor, and more.
Readings

The 14th Amendment: How it Completes the Constitution

 

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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.

Standards-Based Search Tool for Our Documents Library

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.

The 13th Amendment: The Beginning of a Constitutional Revolution?

Professor Scott Yenor:   

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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.

Presidential Academy: The Declaration of Independence and the American Founding

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 full course in American History

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

For Constitution Day: Madison’s Notes of a Convention Conducted in Secrecy

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.

Hamilton Explains the Compromises of the Constitution

hamiltonNew York was the eleventh state to ratify the Constitution. Its ratifying convention met between June 17 and July 26, 1788, at roughly the same time that Virginia and New Hampshire were holding conventions. When these three conventions began, the approval of at least one more state was needed to make the Constitution the law of the entire country. In his detailed discussion of the nationwide ratification debate, Gordon Lloyd notes that “New York, in many ways, was at the center of the ratification controversy.”  It was there that the most vigorous newspaper debates took place, and it was Alexander Hamilton of New York who originated the idea of writing The Federalist to explain and defend the provisions of the new constitution. Although Hamilton had left the Constitutional Convention early due to frustration over objections to a strong central government, once a final document was approved, he threw his support behind it. His advocacy was critical to New York’s decision to ratify. One of the most notable speeches made in the course of the nationwide ratification debate was made by Hamilton on the second day of argument in the New York Convention, June 20. Answering criticisms made by John Lansing and Melancthon Smith, Hamilton insisted on the inadequacy of the existing Articles of Confederation. He then went on to explain how the document written in the Philadelphia convention was the product of necessary and reasonable compromises between large and small states and between Northern, commercial states and Southern states whose economy was based on slave-labor agriculture. As he explained to his fellow delegates,

The natural situation of this country seems to divide its interests into different classes. There are navigating and non-navigating States. The Northern are properly the navigating States; the Southern appear to possess neither the means nor the spirit of navigation. This difference in situation naturally produces a dissimilarity of interests and views respecting foreign commerce. It was the interest of the Northern States, that there should be no restraints on their navigation, and that they should have full power, by a majority in Congress, to make commercial regulations in favor of their own, and in restraint of the navigation of foreigners. The Southern States wished to impose a restraint on the Northern, by requiring that two thirds in Congress should be requisite to pass an act in regulation of commerce. They were apprehensive that the restraints of a navigation law would discourage foreigners; and, by obliging them to employ the shipping of the Northern States, would probably enhance their freight. This being the case, they insisted strenuously on having this provision ingrafted in the Constitution; and the Northern States were as anxious in opposing it. On the other hand, the small States, seeing themselves embraced by the Confederation upon equal terms, wished to retain the advantages which they already possessed. The large States, on the contrary, thought it improper that Rhode Island and Delaware should enjoy an equal suffrage with themselves. From these sources a delicate and difficult contest arose. It became necessary, therefore, to compromise, or the convention must have dissolved without effecting any thing.

http://teachingamericanhistory.org/ratification/stagefive/

The Beginnings of Our Constitution

christyToday and tomorrow, May 14 and 15, are the anniversaries of two linked events in our Founding. On May 15, 1776, the Continental Congress issued a “resolve” to the thirteen colonies: that each “Adopt such a government as shall, in the opinion of the representatives of the people, best conduce to the safety and happiness of their constituents in particular and America in general.” This instruction initiated the effort that all the colonies—soon to be states—would undertake by 1780: the creation of state constitutions. Gordon Lloyd, in his website on the Constitutional Convention, notes that:  “Between 1776 and 1780 each of the thirteen colonies adopted a republican form of government. What emerged was the most extensive documentation of the powers of government and the rights of the people that the world had ever witnessed.” He goes on to say that “These state constitutions displayed a remarkable uniformity. Seven attached a prefatory Declaration of Rights, and all contained the same civil and criminal rights. Four states decided not to “prefix” a Bill of Rights to their constitutions, but, instead, incorporated the very same natural and traditional rights found in the prefatory declarations. New York incorporated the entire Declaration of Independence into its constitution.”

The resulting state governments were “robust and healthy,” Lloyd notes. After the Continental Congress created a government linking all the new states—the Articles of Confederation—a conflict arose, becoming particularly noticeable after independence was secured. The state governments were more powerful than the “late arriving, weak and divisive continental arrangement.” Statesmen such as Washington and Hamilton were frustrated that the Articles could not easily compel states to comply with the articles of peace with Great Britain or easily regulate interstate commerce. Madison worried that overbearing majorities in the state legislatures “were passing laws detrimental to the rights of individual conscience and the right to private property. And there was nothing that the union government could do about it because the Articles left matters of religion and commerce to the states,” Lloyd writes. So an initiative began to convene representatives of the states in Philadelphia to discuss ways of improving the Articles of Confederation.

Gordon Lloyd

Professor Gordon Lloyd

The date appointed for the opening of the convention in Philadelphia was May 14, 1787.

Gordon Lloyd’s website on the Constitutional Convention amasses a wealth of information and resources useful for student research. A comprehensive online collection of information on the Convention, it presents the facts of the Founding in multiple ways, adaptable to different learning styles.

 

 

New! Ashbrook’s 50 Core American Documents in paperback

You’ve likely seen Ashbrook’s 50 Core American Documents project online at TeachingAmericanHistory.org50core. We’re pleased to release a new paperback book edited by Ashland University professor Christopher Burkett. The book contains all fifty documents, a brief introduction to establish context, and several questions suitable for your own private musing or for classroom discussion.

Looking for a gift for that teacher, student, or history buff in your life? Order a copy today!

Bill of Rights Day resources

BRI DuelBill of Rights Day, the day on which the first ten amendments to the constitution went into effect upon their ratification, is December 15th. In addition to TeachingAmericanHistory.org’s own interactive resources on the Bill of Rights, our friends at the Bill of Rights Institute have a plethora of related interactive and documentary resources designed for use in secondary school classrooms.  Among these are animated games and exercises, quizzes, videos, SMARTboard activities, and lesson plans.

Learn more at the at BRI’s Bill of Rights Day page.

December 15 is Bill of Rights Day

Sunday, December 15 is Bill of Rights Day, being the anniversary of the day in 1791 on which the document became an official part of our Constitution. When Virginia became the 11th state to ratify the document, these first ten amendments to the Constitution took effect. For a detailed exploration of the philosophical origins of the Bill of Rights and the political process by which they came to be adopted, visit the exhibit Gordon Lloyd prepared for our site, as a companion to exhibits on the Constitutional Convention, the Federalist-Antifederalist Debates, and the Ratification of the Constitution. The Bill of Rights completed the design for our government given us by the Founders, since it provided additional restraints on the federal government thought to be needed by those who were hesitant to ratify the Constitution.

631px-James_MadisonJames Madison, who played a pivotal role in insuring the ratification of the Constitution, also took the lead in calling for the Constitution’s first set of amendments. Madison outlined the need for a Bill of Rights in a speech before the House of Representatives on June 8, 1789. We reprint below Professor Christopher Burkett’s comment on Madison’s “Speech on Amendments to the Constitution.” It is part of a new collection of primary documents in American history edited by Burkett and published by the Ashbrook Center, 50 Core Documents: Required Reading for Students, Teachers and Citizens.

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