TAH has produced some new content and resources about the Bill of Rights, and we’ve decided to put them together in a single post for easy access.
TAH has produced some new content and resources about the Bill of Rights, and we’ve decided to put them together in a single post for easy access.
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.
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:
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 latest volume in Teaching American History’s Core American Documents Collections is out – the Bill of Rights. Edited by Professor Gordon Lloyd, this 26-document volume include all the same components of our other Core Documents volumes, with the goal in mind of establishing the context around the creation of the Bill of Rights, and the many sources of the right codified in those first ten amendments to the Constitution. Professor Lloyd explains how he went about choosing documents, and why he started at a somewhat novel point in history – and it’s not Magna Carta.
iTunes Ebook (coming soon)
March 6th is the anniversary of the infamous Dred Scott v. Sandford Supreme Court decision, and in part to mark the event, TAH has partnered with the Missouri Humanities Council to hold a Seminar at the Missouri History Museum today – “Missouri Statehood, Dred Scott, and the Coming of the Civil War.” Although you can’t attend the program, you can access the free PDF reader from that second link, and access other materials related to Dred Scott below.
By definition, the Cold War is an abstraction. Without the sights and sounds of combat we usually associate with international tension and conflict, it can be difficult to fully grasp the enormous impact these 45 years of political hostility between the United States and the Soviet Union had on the world. By studying letters, speech transcripts, and other texts from this era, students can interact with the key voices from the Cold War and begin to understand the circumstances that led to popular culture’s images of Olympic boycotts, Hollywood blacklists, and backyard bomb shelters.
The collection of documents on the Cold War explores the deepening tensions between the U.S. and the U.S.S.R. after WWII. The documents go on to examine the associated conditions and power struggles in Asia and the Pacific, which would usher in the Korean and Vietnam Wars. Finally, they share the voice of Ronald Reagan, who would begin to see some of the walls come down.
The Cold War Core Document volume contains over two dozen texts, including the following:
John Paton Davies 1943
June 1, 1945
June 22, 1945
July 10, 1945
August 20, 1945
Dean Acheson March 16, 1950
April 14, 1950
John Dulles May 1952
John Dulles January 15, 1953
Hans J. Moregenthau March 1954
House Joint Resolution 1145
Public Law 88-408
August 10, 1964
Lyndon B. Johnson May 13, 1965
Ronald Reagan March 4, 1987
Ronald Reagan May 31, 1988
You can use some or all of the Core Documents, tailoring them to your curriculum, schedule, and students’ needs. When you plan a lesson around a Core Document rather than a textbook, you will start to see your students making connections that bring the issues surrounding the Cold War to life.
Accessing the Cold War Core Documents is easy. Just click on the link below and find everything you need to bring the Cold War Era into your classroom today!
SYNOPSIS: The Cold War volume of Core Documents Collections is designed to help teachers bring to life for students the enormous impact of this 45-year period of hostility between the U.S. and the U.S.S.R. Check out this unique resource, provided by Teaching American History.
Today’s typical high school student has likely encountered a handful of books or movies
that explore aspects of World War II, from the Holocaust to D-Day to Japanese
American internment camps. While these media can enhance a student’s intellectual
and emotional understanding of the events, they don’t always provide a full picture of
World War II–its complex causes, effects, and legacy that continues to shape the United
States today. How can a U.S. History teacher invite students into the drama of World
War II and help them make these critical connections?
Core Documents Collection
The collection of documents on World War II explores the American shift from neutrality
to declaration of war after the Pearl Harbor attacks. The documents go on to examine
military and political strategies along with the war’s impact on women, African
Americans, and Japanese Americans at home. Finally, they delve into the aftermath of
Hiroshima and Nagasaki, which ushered in the nuclear age.
The World War II Core Document volume contains the following:
● Key documents on the period, from the Neutrality Act of 1935 to Roosevelt’s
Fireside Chats and speeches, Truman’s press release alerting the nation about
the atomic bomb, letters and diaries from soldiers, and reports from the
● An introduction highlighting key documents and themes
● A thematic table of contents, showing the connections between various
● 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
You can use some or all of the Core Documents, tailoring them to your curriculum,
schedule, and students’ needs. When you plan a lesson around a Core Document
rather than a textbook, you will start to see your students making connections that bring
the issues surrounding World War II to life.
Accessing the World War II Core Documents is easy. Just click on the link below and
find everything you need to bring the World War II Era into your classroom today!
SYNOPSIS: The World War II volume of Core Documents Collections is designed to
help teachers bring to life for students the causes, effects, and legacy of the war. Check
out this unique resource, provided by Teaching American History.
“I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.” The opening of Dr. Martin Luther King Jr.’s speech reminds us that these words grew out of a major event, not a textbook. It is August of 1963, and hundreds of thousands of Americans are crowded before the Lincoln Memorial as part of the March on Washington for Jobs and Freedom. Near the end of the day, Dr. King addresses the hot, tired, but invigorated crowd with some of the most resonant words in our nation’s history. Shouldn’t the words themselves receive the greatest attention?
While virtually all U.S. history curricula cover Martin Luther King Jr.’s accomplishments, they often give no more than a glance to the speeches themselves. Most students learn that “I Have a Dream” is one of the most famous speeches in history. But what do they learn about the speech itself? What can they recite aside from the title’s refrain, the ending reference to the Negro spiritual, or perhaps “they will not be judged by the color of their skin but by the content of their character”?
As important as these lines are, they represent just a fraction of the orator’s richness of thought. By digging into his words, rather than a textbook summary of his ideas, students can appreciate King’s rhetorical strategies:
Because Martin Luther King Jr. was a preacher who believed in the power of the written and spoken word, communicating was not just a means to an end. The words themselves were art and truth, meant to inspire just as much as his actions. As students will learn by studying his speech, King refers to numerous other speeches, songs, religious texts, and political documents, understanding the weight and influence of these original sources.
Without studying the entirety of King’s speech, students miss on his truly indelible mark on America’s Civil Rights movement and intellectual history. Bring Martin Luther King Jr. to life in your classroom this year by living among his very words.
“[The concept of executive power]…in our system of government, which subscribes to the rule of law, is very hard to come to terms with…”
This collection of documents on the American Presidency is part of our extended series of document collections covering major periods, themes, and institutions in American history and government. This is the first of our Political Science/Government-focused volumes, especially appropriate for use in Government and Civics courses.
Consider taking a look at these books by Professor Bailey mentioned in the interview:
See a list of all titles in TAH.org’s Core Documents series.
Professor Gordon Lloyd gave the attached address at the Ronald Reagan Presidential Library as part of the commemoration of the 231st anniversary of the signing of the Constitution. Professor Lloyd shared his vast knowledge of and keen insights on the American Founding, particularly the Constitutional Convention. In addition to using TAH.org’s Constitutional Convention online exhibit, created by Prof. Lloyd, he also used the famous Howard Chandler Christy painting depicting the signing of the Constitution as a focus for his talk.
Professor Lloyd also referred to the “Issues Debated” page within the Federalist-Antifederalist Debates exhibit, where the primary issues over which the two sides debated are compared and the most essential documents linked, and the origins of the Bill of Rights.
Questions and answers begin at the 40-minute mark, and the primary program, therefore, ends at that point. The Q&A portion did include some very interesting questions, with some making connections between history and contemporary politics.
You can watch the video of the presentation, with additional opening remarks , as well.
“Reconstruction is one of these times in American History where you can learn the limits of what law can accomplish.”
TAH.org’s latest Core American Documents volume, on Reconstruction, is now available. Composed of 31 documents, study questions, an introduction to the topic by Professor Scott Yenor, a thematic table of contents, and a list of suggested additional readings, this volume will greatly expand your understanding of this watershed moment in American History. Yenor’s collection looks at the beginning, middle, and end of Reconstruction, going back to policies and plans implemented by the Lincoln administration during the early years of the war, and concluding with a speech by Frederick Douglass, the great abolitionist, as he looked back, decades later, on what had – and hadn’t – been accomplished.
“…to bigotry no sanction…”
After receiving congratulations from people and groups from across America upon becoming the first president, George Washington took the time to respond to many of them, personally. In this letter to the Hebrew Congregation at Newport, RI, Washington not only expresses his personal thanks for the group’s letter, but then goes on to present his thoughts on the centrality of freedom of conscience and religion in America, and why those liberties are so essential to a free people working within a republican-style government. This concise document presents a powerful defense of the American core value, that of the freedom of religion.
How do you make a country from scratch? Leaders during the American Founding, the period from 1776 through 1789, would dedicate themselves to pursuing the answer until bringing their plan to fruition with Washington’s inauguration. Along the way, they would wrestle with defining, expressing, and applying what Jefferson would call “The American Mind” to their goals.
For today’s students, it’s hard to imagine America as a new idea, as a radical experiment in democracy. But for the people fighting a revolution, attempting to govern a group of disparate states, and finally creating the Constitution, it was uncharted territory. By transporting students to that era with original documents, American history teachers can begin to help them understand the incomparable drama of this exhilarating time.
The Teaching American History American Founding Toolkit, centered on original documents, is designed to bring you and your classroom into lively conversation with the Founding Fathers.
You can use some or all of these Toolkit resources, tailoring them to your curriculum, schedule, and students’ needs. When you plan a lesson around a Core Document or corresponding resource, you will start to see your students making connections that bring the Colonial era to life.
Accessing the American Founding Toolkit is easy. Just click on the link below and find everything you need to bring the Colonial Era into your classroom today!
SYNOPSIS: Add original documents, speeches, and dynamic lesson plans into your high school American history with this Founding era curriculum.
TAH.org is doing a trial run of making recorded readings of essential original documents available online. These documents, selected from our library and various documents collections, are read verbatim from our collection, meaning that students can follow along, word-for-word. Each document will be preceded by a short introduction identifying the author, and providing some background information to help contextualize the piece.
This first recording is of the Declaration of Independence, among the most important documents of the American Founding, but also of American political principles. Be sure to read Thomas Jefferson’s original draft, from which several sections were deleted before it was accepted, most notable of which were Jefferson’s comments on African slavery.
Feel free to use this audio in any way you see fit, and let us know what you think by taking a moment to answer three survey questions.
The country was divided. A “nation, conceived in Liberty, and dedicated to the proposition that all men are created equal” was struggling to define that equality in light of slavery and calls for emancipation. Questions stalked the minds of political leaders and citizens alike: What was the nature of the federal union and Constitution in relation to state sovereignty? How would the war progress and end, and how would the nation rebuild? As a teacher of American History, you know there is nothing remotely boring about the Civil War and Reconstruction.
But for students in the 21st century, the era conjures up images of muskets and southern belles–if any images at all–making it difficult for them to connect with the real human emotions and events experienced during the time. The Teaching American History Civil War and Reconstruction Toolkit, centered on original documents, is designed to bring you and your classroom face to face with the realities:
You can use some or all of these Toolkit resources, tailoring them to your curriculum, schedule, and students’ needs. When you plan a lesson around a Core Document or corresponding resource, you will start to see your students making connections that bring the Civil War to life.
Accessing the Civil War & Reconstruction Toolkit is easy. Just click on the link below and find everything you need to bring the drama, voices, and complexities of the Civil War into your classroom today!
SYNOPSIS: Add original documents, letters, and dynamic lesson plans into your high school American history Civil War era curriculum.
“You can’t understand American History without understanding the role of religion in our history and politics…”
This volume, the companion to TAH.org’s Religion in America site, includes 25 documents with summaries and annotations, an introduction to the theme of religion as a part of American history and politics, appendices with additional information, study questions for each document, and suggested further readings.
As in the other volumes, each Core Documents volume will contain the following:
When complete, the series will be comprehensive and authoritative, and will present America’s story in the words of those who wrote it – all united in their commitment to equality and liberty, yet so often divided by their different understandings of these most fundamental American ideas.
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!
The best way to study the advantages and disadvantages of compromise is to study the Constitutional Convention – through documents.
The third volume of the American History and Government Core Documents Collections – the Constitutional Convention – is available on Kindle, iTunes and PDF. Hard copies are also available for $10 each – email firstname.lastname@example.org if you would like a copy. You can also buy it on Amazon!
This collection of documents on the Constitutional Convention is part of our extended series of document collections covering major periods, themes, and institutions in American history and government. This is the second of four volumes that will cover the Founding of the United States. The American Founding, already published, is the capstone of the four. The others – this collection, and volumes on the ratification of the constitution and the Bill of Rights, which will follow it – tell aspects of the founding story in more detail.
The documents in this collection explain why the constitutional convention was held and illustrate the ideas of government and politics that the delegates carried with them to Philadelphia, ideas wrung from their reading and, more important, from the extensive experience of self-government the colonists had enjoyed. Its pages recount the Convention’s critical debates over the purpose and powers of government, the nature of representation, and the relation between the states and the central government. They recount as well the way that slavery and the interests of the various states shaped those debates. Together, the four volumes on the Founding provide the essentials for understanding the Founding as the Founders understood it.