We the Teachers

Find Free Resources for Your American History Classroom!

If you’re like most teachers, you can’t help but put your students first. In fact, during lean budgetary times, you may even make sacrifices with your wallet. According to AdoptaClassroom.com’s 2015-2016 survey of 1,800 teachers, the average teacher spent $600 of their own money on supplies. When expenditures extend beyond pens and pencils to cover books and resources, that amount can easily go into the thousands. Many new teachers are told that if they want their students to be fully engaged with the curriculum, they’ll be spending personal money (and countless hours).

But it doesn’t have to be that way. Teachers of American History can cut their resource spending by 100% by accessing free resources that also happen to be the best for their students.

The Power of Primary Documents

TeachingAmericanHistory.org believes in the power of our country’s rich heritage of original documents–declarations, speeches, letters, and other materials that tell the complex story of the United States better than any textbook or worksheet. While these public domain works can always be searched and accessed for free, TAH saves you much more time and money by curating the documents for you, writing associated guiding questions, and providing multimedia resources in American History Toolkits that can be taught as self-contained units:

  • The American Founding
  • Expansion & Sectionalism
  • Civil War & Reconstruction
  • The Progressive Era
  • The Great Depression & World War 2
  • Civil Rights

What’s more, you can align your free curriculum to state and Common Core standards by using a simple Standards Search Tool that allows you to search from standard to document or document to standard, ensuring that your resources are not only engaging, but on target for your instructional requirements and goals.

Professional Development That Won’t Break the Bank

Think you have to spend your own money on classes and professional development, too? TAH.org believes in providing American History teachers with free opportunities to learn, grow, and get inspired. We offer seminars to K-12 teachers in public, independent, parochial, and charter schools. These half and full-day events, offered at no cost to the participant, model sound and engaging teaching by using primary documents as the foundation for learning. At the end of the program, you will receive certificate for the hours you spend with us for the day. You also have the option to earn one graduate credit from attending a seminar and creating your lesson plan based on documents and ideas discussed in the program. Provided in partnership with Ashland University, this option costs just $200.

Good teachers don’t have to empty their personal bank accounts in order to engage their students. With TAH resources, you can work smarter, not harder, and spend nothing in the process.

Bill of Rights Anniversary

The Bill of Rights was adopted on 15 December, 1791, and is made up of the first 10 amendments to the United States Constitution. Originally made up of 12 amendments, two of which would be ratified later – one much, much later – the Bill of Rights we think of today was in part a compromise between the earliest political camps in America, as came out of the Constitutional Convention of 1787, and refined during the Ratification Debates across the 13 states from 1787 to 1788.

Take a moment and look over Professor Gordon Lloyd’s exhibit on the origins, politics, and ratification of the Bill of Rights, and explore the English and Colonial roots of these most precious rights; the ideas borrowed from existing state constitutions; and examine the lineage of each right within each amendment.

Additionally, TAH.org has the following resources to help you understand, and more effectively teach, about these fundamental rights enjoyed by all Americans.

New Resource: First Volume of Core Document Curriculum Now Available!

TeachingAmericanHistory.org is excited to share another resource for American history,  government, civics, and social studies teachers. While you may be familiar with our 50 Core American Documents book, we are launching a new 35-volume document collection.

The first volume of the American History and Government Core Document Curriculum – the American Founding – is now available on iTunes, Kindle, and PDF.

This collection of documents on the American Founding inaugurates a new series of document collections from TeachingAmericanHistory.org.

Each Core American Document volume will contain the following:

  • Key documents on the period, theme, or institution, selected by an expert and reviewed by an editorial board
  • An introduction highlighting key documents and themes
  • A thematic table of contents, showing the connections between various documents
  • Study questions for each document, as well as questions that refer to other documents in the collection
  • Notes on each document to identify people, events, movements, or ideas to improve understanding of the document’s historical context.

When complete, the series will be comprehensive and authoritative, and will present America’s story in the words of those who wrote it – America’s presidents, labor leaders, farmers, philosophers, industrialists, politicians, workers, explorers, religious leaders, judges, soldiers; its slaveholders and abolitionists; its expansionists and isolationists; its reformers and stand-patters; its strict and broad constructionists; its hard-eyed realists and visionary utopians – all united in their commitment to equality and liberty, yet so often divided by their different understandings of these most fundamental American ideas.

The documents are all about this – the still unfinished American experiment with self-government. There is no better place to begin to understand that experiment than with these documents from the American founding.

In sum, our intent is that the documents and their supporting material provide unique access to the richness of the American story.

We hope that you will find this resource to be intriguing and helpful for your classroom.

Please contact Daniel Mitchell if you have any questions or would like more information about using the Core Documents Curriculum in your classroom.

Thank you for all that you do!

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.

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.

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

 

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

 

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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

 

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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)

Summer Podcast: Frederick Douglass on Lincoln

 

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Dr. Peter Myers, of the University of Wisconsin-Eau Claire, gave this 74-minute presentation about Frederick Douglass, and his views on Abraham Lincoln. Introduced by Dr. Peter Schramm, Myers discusses Douglass’ views on slavery, early Civil Rights, Reconstruction, and what he thought of Lincoln’s handling of the same.

50 Documents That Tell America’s Story

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