Podcasts – Teaching American History

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+29+Morel.mp3 Focus In Brown v. Board of Education (1954), the Supreme Court briefly traces the history of public schools in America. How does this help the Court argue against racially segregated schools? What role do legal precedents play in the Court's argument against "separate but equal" schools? What is meant by "intangible considerations" and how does this help the Court establish that the mere act of separating school children by race produces an unequal education? What are the strengths and weaknesses of the Court's opinion in Brown? If segregated schools did not produce "a feeling of inferiority" on the part of black children, would these schools be unconstitutional according to Brown?   Why does King reject force as a response to oppression? What is the major concern of the white clergymen who counsel King to stay away from Birmingham? What are the four stages of civil disobedience? How does King's nonviolent resistance against a particular law actually support obedience to the government and laws? Why does King blame white moderates more than fringe elements like the Ku Klux Klan for lack of progress in securing civil rights for black Americans?   Readings Brown v. Board of Education : Brown v. Board of Education (1954) Plessy v. Ferguson (1896), Selections Zora Neale Hurston, "To the Orlando Sentinel" (August 11, 1955) Fairclough, Better Day Coming, chaps. 9-10 Martin Luther King, Jr.: King, I Have a Dream: Writings and Speeches "The Power of Non-Violence" (June 4, 1957) King, Why We Can’t Wait "Commitment Card" (1963), 50-52 and photos, after 102 Clergymen, "Letter to Martin Luther King" (April 12, 1963) King, I Have a Dream: Writings and Speeches "Letter from Birmingham Jail" (April 16, 1963) Langston Hughes, "Harlem" (1951) Fairclough, Better Day Coming, chaps. 11-12 Supplemental/Optional Readings W.E.B. Du Bois: Writings–The Crisis, "Marcus Garvey" (Dec. 1920/Jan. 1921), 969-979 Klarman, From Jim Crow to Civil Rights, "Brown's Backlash," 385-440 Fairclough, Better Day Coming, chaps. 6-8 The post Session 29: Brown v. Board of Education; Martin Luther King, Jr., Non-Violent Resistance, and the American Dream appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+28+J+Williams.mp3 Focus What role did Thurgood Marshall play in the Civil Rights Movement? What was his view of the American founding? What was his opinion of contemporary activists for civil rights, like Martin Luther King, Jr., and Malcolm X?   Readings Thurgood Marshall, "Reflections on the Bicentennial of the United States Constitution" (May 6, 1987) Thurgood Marshall, "A Colorblind Society Remains an Aspiration" (Oct. 15, 1987) Juan Williams, Thurgood Marshall: American Revolutionary, chaps. 21-23, 25-29 Lucas E. Morel, "The Joe Louis of the Courtroom" (July/August 1999) The post Session 28: Thurgood Marshall and the NAACP appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+27+Kesler.mp3 Focus The political and constitutional legacy of Franklin D. Roosevelt is impressive. What was his extraordinary achievement? In what ways did he improve upon Jefferson's, Lincoln's, and the Progressives' understanding of democratic life and political structures? How did his New Deal envision a powerful, active, and programmatically ambitious national government? How was this related to the possibility of self-government? What is his legacy?   Readings: John Dewey, Liberalism and Social Action (1935), Excerpts FDR, "Commonwealth Club Address" (September 23, 1932) FDR, "First Inaugural" (March 4, 1933) FDR, "Second Inaugural" (January 20, 1937) FDR, "State of the Union Address" (January 11, 1944) LBJ, "Remarks at the University of Michigan Commencement" ("Great Society" speech) (May 22, 1964) The post Session 27: Franklin D. Roosevelt and Democratic Leadership appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+26+Kesler.mp3 Focus The Progressives fought for reform at the turn of the century. What principled form did their criticism take of the Declaration, the Constitution, and political decentralization take? They revered Lincoln, yet did not emulate his devotion to the Declaration of Independence, but invoked the preamble to the Constitution to make democracy more active. Jefferson's and Hamilton's views became living arguments again, but with interesting shifts. Self-government was in need of some assistance. What effect did their reforms—for example, direct primaries, initiative, referendum—have on federalism, separation of powers, and political parties? What legacy did the Progressives, Woodrow Wilson in particular, leave the nation?   Readings: Ronald J. Pestritto, Woodrow Wilson: The Essential Political Writings Wilson, The State, chap. 1, pp. 31-41 Wilson, Constitutional Government, chap. 3, pp. 175-190 Wilson, "Leaders of Men," pp. 211-229 Wilson, "The Study of Administration," pp. 231-248 Woodrow Wilson, "Abraham Lincoln: A Man of the People" (1909) Theodore Roosevelt, "National Life and Character" Theodore Roosevelt, "The Rights of the People to Rule" Theodore Roosevelt, "A Charter for Democracy" Theodore Roosevelt, "The Heirs of Abraham Lincoln" The post Session 26: The Progressive Reform and Self-Government appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+25+Morel.mp3 Focus What did Washington believe were the most urgent priorities for blacks at the close of the 19th century? On what issues was Washington prepared to compromise and why? What were the goals of Washington's program and how did these differ from the recommendations of W.E.B. Du Bois? Why does Du Bois seek to "conserve" the races? How would "the conservation of the races" help the future of the Negro race as well as the future of world civilization? What principles of the American regime appear to run counter to Du Bois's emphasis on "race organizations" and "race solidarity"? What does Du Bois mean by the "talented tenth"? Compare Washington and Du Bois on the purpose of education.   Readings: Booker T. Washington: Brotz, African-American Social and Political Thought, 1850-1920 "The Educational Outlook in the South" (July 16, 1884), 351-356 "Atlanta Exposition Address" (September 18, 1895), 356-359 "Democracy and Education" (September 30, 1896), 362-371 "A Sunday Evening Talk" (February 10, 1895), 508-515 "To J.R. Barlow" (March 1, 1911), 608-609 Du Bois: Brotz, African-American Social and Political Thought, 1850-1920 "The Conservation of Races" (1897), 483-492 "The Talented Tenth" (1903), 518-533 Du Bois, W.E.B. Du Bois: Writings–Souls of Black Folk (1903) "The Forethought" "Of Our Spiritual Strivings" "Of Mr. Booker T. Washington and Others" "Of the Training of Black Men" Du Bois, W.E.B. Du Bois: Writings–The Crisis "An Open Letter to Woodrow Wilson"(March 1913) "Another Open Letter to Woodrow Wilson"(April 1913) Supplemental/Optional Readings: Booker T. Washington: Washington, Up From Slavery (1901), chap. 3, "The Struggle for an Education" Washington, "Address on Abraham Lincoln," (February 12, 1909) Louis Harlan, "Booker T. Washington in Biographical Perspective" (October 1970), 1581-1599 Fairclough, Better Day Coming, chap. 3 W.E.B. Du Bois: Du Bois, W.E.B. Du Bois: Writings–The Crisis "I Am Resolved" (January 1912) "Returning Soldiers" (May 1919) "An Open Letter to Warren Gamaliel Harding" (March 1921) "President Harding and Social Equality" (December 1921) "Abraham Lincoln" (May 1922), 1196 "Again, Lincoln" (September 1922), 1197-99 Fairclough, Better Day Coming, chap. 4 The post Session 25: Booker T. Washington; W.E.B. Du Bois appeared first on Teaching American History.

TAH.org kicked off 2016 with the sixth episode in this year's American Presidents webinar series. Today's 75-minute program, moderated as always by the Dr. Chris Burkett of Ashland University, included discussion of TR's economic, domestic, and foreign policy moves and ideas, his place in American presidential politics, and his impact on electoral politics even today. In addition to answering the many excellent questions posed by teachers, the scholars recommended the History of American Political Thought as a good resource for learning more about TR's ideas and ideology. You can also access the documents and a YouTube archive of the program here, on TAH.org. The post American Presidents: Theodore Roosevelt appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+24+Morel+and+Kesler.mp3 Focus What did the American founding and Civil War look like to politicians and public intellectuals at the start of the 20th century?   Readings: Du Bois, W.E.B. Du Bois: Writings—The Crisis "The Crisis" (November 1910) "Agitation" (November 1910) James Weldon Johnson, "Lift Ev'ry Voice and Sing" (1900) Lucas Morel, "Juneteenth" (June 19, 2001) Ralph Ellison, Juneteenth, chap. 7, [A "Juneteenth" Sermon] Ronald J. Pestritto, "Woodrow Wilson, American History, and the Advent of Progressivism" Ronald J. Pestritto, Woodrow Wilson: The Essential Political Writings Wilson, "The Authors and Signers of the Declaration" The post Session 24: The Modern Era Confronts the American Founding appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+23+Morel.mp3 Focus How did Douglass answer the question, "What Country Have I?" What was his critique of the emigrationist position? What was the basis for his greater optimism about race relations in America? Just as Douglass was the leading figure in the fight to secure the natural right to liberty for blacks in America, he was the leading figure in the post-war struggle to secure civil rights for African-Americans. Why does Douglass favor justice ("fair play") over charity ("benevolence") for black Americans? Why does Douglass counsel black Americans against "race pride"? Why does Douglass consider "the Negro problem" a misnomer for "the nation's problem" and how does this affect the kind of solutions proposed to help black Americans? What was his critique of the emigrationist position? Does he believe in black reparations? If color prejudice is the bane of black Americans, what principles and policies does Douglass propose to eliminate it from American society?   Readings: Frederick Douglass, "Oration in Memory of Abraham Lincoln" (April 14, 1876) Brotz, African-American Social and Political Thought, 1850-1920 "What the Black Man Wants" (April 1865) "The Civil Rights Case" (October 22, 1883) "The Future of the Colored Race" (May 1886) "The Nation's Problem" (April 16, 1889) "The Folly of Colonization" (January 9, 1894) Frederick Douglass, "The Blessings of Liberty and Education" (September 3, 1894) 13th, 14th, and 15th Amendments Fairclough, Better Day Coming, chap. 1 The post Session 23: Frederick Douglass – Reconstruction and the Future of Black Americans appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+22+Morel.mp3 Focus Why does Lincoln call "all men are created equal" a "proposition" instead of a "self-evident truth"? How does he see the Civil War as a test? What does he define "dedication" and why does Lincoln depreciate what was said at the Gettysburg dedication? What is "the great task" that remains for the American people? What is the "new birth of freedom" he calls the nation to experience?   What are Lincoln's objectives as the newly re-elected president? Why emphasize that both sides tried to avoid war? Why is there no explicit mention of the South as the cause of rebellion in the Second Inaugural Address? According to Lincoln, who or what was the cause of the Civil War? Why does he appeal to God's judgment to discern the meaning of the Civil War? How does the Second Inaugural Address forge a connection between America's past and America's future? In other words, why does Lincoln use his Second Inaugural Address to explain the meaning of the preceding four years?   Readings: Fornieri, The Language of Liberty Meditation on the Divine Will (September 30, 1862) Reply to Mrs. Eliza P. Gurney (October 26, 1862) Proclamations of Prayer and Thanksgiving (April 10, 1862; July 15, 1863; October 3, 1863; September 3, 1864; October 20, 1864) Gettysburg Address (November 19, 1863) Proclamation of Amnesty and Reconstruction (December 8, 1863) To Frederick Steele (January 20, 1864) To Albert G. Hodges (April 4, 1864) To George B. Ide, James R. Doolittle, and A. Hubbell (May 30, 1864) Letter to Mrs. Eliza P. Gurney (September 4, 1864) Reply to Loyal Colored People of Baltimore Upon Presentation of a Bible (September 7, 1864) Response to a Serenade (November 10, 1864) Letter to Mrs. Bixby (November 21, 1864) Annual Message to Congress (December 6, 1864) Story Written for Noah Brooks (December 6, 1864) Second Inaugural Address (March 4, 1865) Letter to Thurlow Weed (March 15, 1865) Last Public Address (April 11, 1865) Resolution Submitting the Thirteenth Amendment to the States (February 1, 1865) Lincoln, Response to a Serenade (February 1, 1865) Lincoln, Response to a Serenade (July 7, 1863) Lincoln, Letter to Edward Everett (November 20, 1863) Lincoln, Reply to Notification Committee (March 1, 1865) The post Session 22: “A New Birth of Freedom” and Lincoln’s Re-Election appeared first on Teaching American History.

On Tuesday, 1 December 2015, TeachingAmericanHistory.org presented a bonus webinar in its American Presidents series. Put on in conjunction with NCSS, this one-hour episode was a bonus program for NCSS members who had attended other TAH.org webinars this year. Dr. Chris Burkett, of Ashland University, moderated the lively discussion between Drs. Eric Pullin and John Moser, who emphasized Nixon's foreign policy decisions and policies throughout most of the program. The documents used for the program can be downloaded here. The post American Presidents Webinar: Richard Nixon appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+21+Guelzo.mp3 Focus The Emancipation Proclamation did not free a single slave under the authority of the Federal government, e.g., the border states of Maryland, Kentucky, Delaware, or Missouri. What did it accomplish? What did Frederick Douglass think about the Emancipation Proclamation at the time and then in retrospect? On emancipation, Lincoln moved too slowly for the radicals and abolitionists and too fast for the Democrats. How would you assess Lincoln's actions?   Readings Fornieri, The Language of Liberty Letter to O.H. Browning (September 22, 1861) Letter to James A. McDougal (March 14, 1862) Letter to the Senate & House of Representatives (April 16, 1862) Proclamation Revoking General Hunter's Order of Military Emancipation (May 9, 1862) Appeal to Border State Representatives to Favor Compensated Emancipation (July 12, 1862) Letter to Horace Greeley (August 22, 1862) Reply to Emancipation Memorial Presented by Chicago Christians of All Denominations (September 13, 1862) Annual Message to Congress (December 1, 1862) Preliminary Emancipation Proclamation &Final Emancipation Proclamation(September 22, 1862 and January 1, 1863) Letter to General N.P. Banks (August 5, 1863) Letter to James C. Conkling (August 26, 1863) Letter to Governor Michael Hahn (March 13, 1864) Address at a Sanitary Fair in Baltimore (April 18, 1864) Letter to Henry W. Hoffman (October 10, 1864) Annual Message to Congress (December 6, 1864) Letter to Governor Andrew Johnson (March 26, 1863) Lincoln, Order of Retaliation Lincoln, To Stephen A. Hulburt Guelzo, Lincoln's Emancipation Proclamation, Introduction and Chapters 1-5 Frederick Douglass, "Oration in Memory of Abraham Lincoln" (April 14, 1876) Supplemental/Optional Readings: Lucas E. Morel, "Forced into Gory Lincoln Revisionism" Don E. Fehrenbacher, "Only His Stepchildren: Lincoln & the Negro" James M. McPherson, "The 'Glory' Story" The post Session 21: Lincoln’s Emancipation Proclamation appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+20+Morel.mp3 Focus Lincoln claimed to be fighting a war that would lead to "a new birth of freedom," yet some claim he violated civil liberties on an unprecedented scale. How can a war for liberty be reconciled with such violations of civil liberties? Were the steps he took during the war constitutional? Why or why not? Compare and contrast Taney's opinion in ex parte Merryman and Lincoln's apologia in his letter to Erastus Corning and the New York Democrats.   Readings Lincoln, "Suspension of the Writ of Habeas Corpus" Fornieri, The Language of Liberty Message to Congress in Special Session (July 4, 1861) Annual Message to Congress (December 3, 1861) Letter to Erastus Corning and Others (June 12, 1863) Roger B. Taney, "Ex Parte Merryman," from Edward McPherson, Political History of the United States of America during the Great Rebellion, 1860-65 Don E. Fehrenbacher, "Lincoln and the Constitution" Herman Belz, "Lincoln and the Constitution: The Dictatorship Question Revisited The post Session 20: Lincoln and Civil Liberties appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+19+Guelzo.mp3 Focus As Lincoln recounts the early history of the federal government, what authority did it exercise over slavery? What problems do southerners have with the Republican Party, and how does Lincoln respond to their charges? Why does Lincoln claim that the southern disposition during the 1860 election year was to "rule or ruin in all events"? What is his advice to Republicans as they face opposition over the slavery controversy? In his address to the New Jersey Senate, why does Lincoln call the American citizenry God's "almost chosen people"? What is Lincoln's declared agenda as the incoming president? Why does he think secession unjustified and illegitimate? What is Lincoln's view of the authority of the Supreme Court? What does Lincoln mean by "the better angels of our nature"? How does Lincoln think the country can avoid civil war?   Readings Fornieri, The Language of Liberty Address at Cooper Institute (Feb. 27, 1860) Letter to George Ashmun (May 23, 1860) Farewell Address to N.J. Senate (Feb. 21, 1861) Address in Independence Hall, Philadelphia (Feb. 22, 1861) First Inaugural Address (March 4, 1861) James Buchanan, State of the Union Address (Dec. 1860) Letter to Alexander H. Stephens (Dec. 22, 1860) Farewell Speech at Springfield (Feb. 11, 1861) The post Session 19: Lincoln’s Election, Secession, and the Civil War appeared first on Teaching American History.

https://s3-us-west-2.amazonaws.com/presidential-academy/Session+18+Morel.mp3 Focus What reasons did Southern secession commissioners give for seceding from the Union? What reasons did Alexander Stephens give in defense of the Southern Confederacy?   Readings Charles B. Dew, "Apostles of Secession," North and South, IV (April 2001) John C. Calhoun, "Slavery as a Positive Good" (February 6, 1837) R.B. Rhett and C.G. Memminger, "The Justifying Causes of Secession" Alexander Stephens, Cornerstone Speech Lincoln, "Proclamation Calling Militia and Convening Congress," (April 15, 1861) Constitution of the Confederate States of America Lincoln, "Letter to Reverdy Jackson" (April 24, 1861) Lincoln, "Letter to Winfield Scott" (April 25, 1861) Fornieri, The Language of Liberty Annual Message to Congress (December 3, 1861), Excerpt Supplemental/Optional Readings McPherson, Battle Cry of Freedom, chap. 8 Mackubin Thomas Owens, "The Case Against Secession" The post Session 18: The Rights and Wrongs of Secession appeared first on Teaching American History.

TAH.org hosted the fifth in this school year's American Presidents webinar series, this time focusing on the single term presidency of James K. Polk. The 72-minute discussion between scholars was attended by a live teacher audience of 69 from across the country, and touched on topics from Polk's role in Manifest Destiny to the Mexican War, and his impact on America of his times and afterward. The post Saturday Webinar: James K. Polk appeared first on Teaching American History.