Podcasts about teaching american history

Paul Moreno, the William and Berniece Grewcock Chair in Constitutional History, professor of history, and dean of social sciences at Hillsdale College, delivers a lecture on the rise of progressivism and the administrative state. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History” in January 2025. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Wilfred McClay, the Victor Davis Hanson Chair in Classical History and Western Civilization at Hillsdale College, delivers a lecture on how history helps us better understand ourselves. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History” in January 2025. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Paul Moreno, the William and Berniece Grewcock Chair in Constitutional History and professor of history at Hillsdale College, delivers a lecture on the foundational principles of the American Founding as enumerated in the Constitution. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History” in January 2025. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Sarah Martin, curriculum coach at St. Johns Classical Academy in Fleming Island, Florida, delivers a lecture on teaching American history to elementary students and the best methods for keeping history exciting. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History” in January 2025. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Paul Moreno, the William and Berniece Grewcock Chair in Constitutional History and professor of history at Hillsdale College, delivers a lecture on the history of slavery and the American Founding. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History,” in April 2024. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Adam Carrington, associate professor and co-director of the Ashbrook Center at Ashland University, delivers a lecture on how to make the Constitution exciting for young students. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History,” in April 2024. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

This week Craig Bruce Smith and Robert Greene II drop in to debate whether The Terminator was the most important film made in the 1980s, plus ranking the biggest action stars from 1980 to 2000.About our guests: Craig Bruce Smith is an associate professor of history at National Defense University in the Joint Advanced Warfighting School (JAWS) in Norfolk, VA. He authored American Honor: The Creation of the Nation's Ideals during the Revolutionary Era and co-authored George Washington's Lessons in Ethical Leadership.Smith earned his PhD in American history from Brandeis University. Previously, he was an associate professor of military history at the U.S. Army School of Advanced Military Studies (SAMS), an assistant professor of history, and the director of the history program at William Woods University, and he has taught at additional colleges, including Tufts University. He specializes in American Revolutionary and early American history, specifically focusing on George Washington, honor, ethics, war, the founders, transnational ideas, and national identity. In addition, he has broader interests in colonial America, the early republic, leadership, and early American cultural, intellectual, and political history. Robert Greene II IS  Assistant Professor of History at Claflin University. Dr. Greene received his Bachelor of Arts in Writing and Linguistics with a concentration in Creative Writing from Georgia Southern University; his Master of Arts in History from Georgia Southern University; and earned his Ph.D. in History from the University of South Carolina, Columbia. Dr. Greene recently completed his dissertation at the University of South Carolina, about the ways in which Democratic Party leaders in the South from 1964 to 1994 vied for the African American vote via appeals to Southern identity and memory of the Civil Rights Movement. Mr. Greene has published a book chapter in the collection Navigating Souths, and has published a scholarly article in Patterns of Prejudice. He has also published at several popular magazines and websites, including The Nation, Jacobin, Dissent, Scalawag, Current Affairs, and Jacobin.His research interests include African American history, American intellectual history since 1945, and Southern history since 1945. Dr. Greene is also a blogger and book review editor for the Society of U.S. Intellectual Historians, and has just begun a six-post stint for the Teaching American History blog. 

Alger Hiss worked in high-level roles in the U.S. government during the Franklin D. Roosevelt administration. And then he was accused of using his access to spy for the Soviets. Research: “Alger Hiss.” FBI. https://www.fbi.gov/history/famous-cases/alger-hiss “A Byte Out of History, the Alger Hiss Story.” FBI. Jan. 25, 2013. https://www.fbi.gov/news/stories/a-byte-out-of-history-the-alger-hiss-story Britannica, The Editors of Encyclopaedia. "Alger Hiss". Encyclopedia Britannica, 8 Jul. 2024, https://www.britannica.com/biography/Alger-Hiss Britannica, The Editors of Encyclopaedia. "Whittaker Chambers". Encyclopedia Britannica, 5 Jul. 2024, https://www.britannica.com/biography/Whittaker-Chambers Chambers, Whittaker. “The Ghosts on the Roof.” Time. 5, 1948. https://time.com/archive/6784924/the-ghosts-on-the-roof/ Mark, Eduard. “In ReAlger Hiss: A Final Verdict from the Archives of the KGB.” Journal of Cold War Studies, vol. 11, no. 3, 2009, pp. 26–67. JSTOR, https://www.jstor.org/stable/26923052 Fox, John F. Jr. “In the Enemy's House: Venona and the Maturation of American Counterintelligence.” FBI.gov. Oct. 27, 2005. https://www.fbi.gov/history/history-publications-reports/in-the-enemys-house-venona-and-the-maturation-of-american-counterintelligence Hadley, David. “The Long Controversy Over Alger Hiss.” Teaching American History. Jan. 21, 2020. https://teachingamericanhistory.org/blog/the-long-controversy-over-alger-hiss/ “KGB interviews GRU agent and net controller name ALES 30 March 1945.” https://media.defense.gov/2021/Aug/01/2002818545/-1/-1/0/30MAR_KGB_INTERVIEWS_GRU_AGENT.PDF Rowe, Daniel, and Sarah Fagg, ed. “Alger Hiss and American Anti-communism.” New Histories. Vol. 3, Issue 5. https://newhistories.sites.sheffield.ac.uk/volumes/2011-12/volume-3/issue-5-crime-punishment/alger-hiss-and-american-anti-communism Sander, Gordon F. “Microfilm hidden in a pumpkin launched Richard Nixon's career 75 years ago.” New York Times.  Dec. 2, 2023. https://www.washingtonpost.com/history/2023/12/02/pumpkin-papers-richard-nixon/ “Secrets, Lies, and Atomic Spies: Alger Hiss.” NOVA. https://www.pbs.org/wgbh/nova/venona/dece_hiss.html “The Yalta Conference.” U.S. State Department, Office of the Historian. https://history.state.gov/milestones/1937-1945/yalta-conf#:~:text=At%20Yalta%2C%20Roosevelt%20and%20Churchill,of%20influence%20in%20Manchuria%20following See omnystudio.com/listener for privacy information.

In this episode, host Jennifer White interviews award-winning Christian homeschool curriculum author Angela O'Dell to dive into her popular America's Story series, a comprehensive history curriculum designed for students ages 8-11 (grades 3-6). Angela shares her heart behind creating this dynamic series, her approach to teaching American history from a biblical worldview, and how homeschool families can engage their children in the incredible story of the United States. Angela discusses the elements of this homeschool curriculum that parents and students like the most and why they work so well. You will learn more about each volume of the series: America's Story Volume 1 – This volume introduces students to the amazing history of the United States, starting from the ancient Americas through the 1850s. It's packed with vivid illustrations, photographs, maps, and an engaging narrative that brings to life the founding of America and its early growth, giving students a glimpse into the lives of the Founding Fathers. America's Story Volume 2 – This volume covers the history of America from the Civil War through the early 1900s. Students will explore the nation's struggles during Reconstruction, its expansion into the Wild West, and its entry into the Industrial Revolution. Angela discusses how this volume helps students understand the resilience and perseverance of America during challenging times. America's Story Volume 3 – In the final volume, students journey from the early 1900s to modern times, discovering America's growth and impact on the global stage. Angela shares how this volume encourages students to see the unfolding story of America's influence and challenges in more recent history. With beautiful illustrations, easy-to-follow lessons, and biblical principles woven throughout, Angela's America's Story series offers homeschool families a rich, engaging history education. Whether you're new to homeschooling or looking for an exciting new way to teach American history, this episode provides the insight and inspiration you need to make history come alive for your children. Tune in to hear Angela's wisdom, passion for teaching, and tips for using this series in your homeschool! Show Links: America's Story Homeschool Curriculum Series

Greg Palast wants to know why Republicans are afraid of our past! Also- Project 2025 isn't over, it's just the latest stage in the forever push by billionaires to avoid paying taxes or any other responsibility to the rest of us.Plus - Thom reads from his book 'The Last Hours of Humanity: Warming the World to Extinction'See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Wilfred McClay, the Victor Davis Hanson Chair in Classical History and Western Civilization at Hillsdale College, delivers a lecture on the state of American history education in the United States and his textbook Land of Hope: An Invitation to the Great American Story. This is the first in a series of shows from presentations delivered at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: American History.” The Hoogland Center is an outreach of the Hillsdale College K-12 Education Office and offers seminars in classical academics and pedagogy for teachers of any background.See omnystudio.com/listener for privacy information.

Send us a Text Message.The decade of the 1920s is often referred to as the “Roaring Twenties.” You can probably picture it now: jazz trumpets blare while women in shiny dresses dance the Charleston with their beaus and sip fancy martinis. It's fast, it's loud, it's fun, it's one big party, like New Years Eve every night. Night clubs, cocktails, rock and roll, all of these cultural staples evolved out of the roaring twenties. But take the alcohol away and, I'm not sure they would have roared quite as loudly. Surprisingly, the twenties took place during a 13 year period in the United States known as prohibition, when the manufacture, transport, and sale of alcoholic beverages was illegal. Despite this, Americans went to great lengths to keep the party roaring. The government had its work cut out for it to enforce this new ban on alcohol. But, did you know, they took that enforcement so seriously, it resulted in the deaths of over 10,000 Americans? Let's fix that. Sources:Chicago Tribune "The Bender that Started America"Teaching American History "Entertainment of George Washington at City Tavern, Philadelphia"The Mob Museum "Women Led the Temperance Charge"University of Rochester "Stanton/Anthony Friendship"History.com "How Prohibition Fueled the Rise of the Ku Klux Klan"The Whiskey Wash "What Exactly Was Medical Whiskey 'Treating' Anyway?"National Library of Medicine "Poison's Legacy"Short History of podcast episode "Prohibition"Stuff They Don't Want You to Know podcast episode "The Prohibition Conspiracy"Support the show! Buy Me a CoffeeVenmo @Shea-LaFountaine

Our guest, Jared Bruening, is a junior high social studies teacher for over the past 12 years. He has experience in teaching in private and public schools in many subjects: World History, Geography, American History, Science, and Sociology. Jared's true passion though is American History, and he shares that passion through videos and resources for teachers, students, and parents called The Daily Bellringer. It is fitting that this is a historic moment for TPR, as we have hit 80 EPISODES thanks to you! Let's talk about life, learning and HISTORY. Please leave a review and visit us at www.teacherpeprally.com  Join the Facebook community to collaborate and celebrate with us and fellow educators. WE WANT TO HEAR WHAT PART OF AMERICAN HISTORY YOU ARE MOST INTERESTED IN OR DRAWN TO, SO COMMENT IN THE FACEBOOK GROUP AND SHARE WITH US. If you are enjoying the podcast, we would greatly appreciate it if you rate the show and then leave a review on Apple Podcasts. Reviews helps other educators to find the Teacher's Pep Rally. 

James Baldwin argued that unlike Europeans, Americans do not know who they are. In "Stranger in Paris," Baldwin argued that the French know who they are—ethnically, historically. But Americans are confused. He writes -- we know one when we see one, but cannot name what we have in common. The idea of “America” is formed in our precollege American History classes. But as Joseph Moreau argues – “Writing history is always political -- always reflects the relationships of power in the society.” For this BCR episode, hosts Rebecca McKean and Alan Winson, talked with American Historian, Joseph Moreau, author of “School Book Nation”. – an investigation of how American history has been taught to our children.Joseph Moreau is a history instructor at the Abraham Joshua Heschel High School in Manhattan. He holds a Ph.D. in “American Culture” from the University of Michigan. And historian Robert Snyder -- Professor Emeritus of American Studies and Journalism at Rutgers University in Newark. A prolific American Studies scholar – featured on radio and television, Robert Snyder conducted the research for Ric Burns documentary ‘New York.” Author of Crossing Broadway; Washington Heights and the Promise of New York,” and co-author of “All the Nations Under Heaven: Immigrants, Migrants, and the Making of New York.” And Rob is Manhattan's Official Historian.This conversation was recorded at Gebhard's Beer Culture Bar in Manhattan.CONTACT Alan and Rebecca at barcrawlradio@gmail.com Hosted on Acast. See acast.com/privacy for more information.

In this video I dive into the history of American involvement in Latin American politics and its effect on immigration to the U.S. #usa #uspolitics #latinamerica #history References Ali, Malik. n.d. “Intervention in Nicaragua.” Teaching American History. Accessed September 11, 2022. https://teachingamericanhistory.org/document/intervention-in-nicaragua/. Bensaid, Adam. 2019. “The secret history of US interventions in Latin America.” TRT World. https://www.trtworld.com/americas/the-secret-history-of-us-interventions-in-latin-america-23586. Campbell, Duncan. 2003. “Kissinger approved Argentinian 'dirty war' | World news.” The Guardian. https://www.theguardian.com/world/2003/dec/06/argentina.usa. Doyle, Kate, and Carlos Osorio. n.d. “U.S. POLICY IN GUATEMALA, 1966-1996.” The National Security Archive. Accessed September 11, 2022. https://nsarchive2.gwu.edu/NSAEBB/NSAEBB11/docs/. Feierstein, Daniel, Marcia Esparza, and Henry R. Huttenbach, eds. 2010. State Violence and Genocide in Latin America: The Cold War Years. N.p.: Routledge. “Fulgencio Batista (1901-1973) | American Experience | Official Site.” n.d. PBS. Accessed September 11, 2022. https://www.pbs.org/wgbh/americanexperience/features/castro-fulgencio-batista-1901-1973/. Gonzalez, Juan. 2011. Harvest of Empire: A History of Latinos in America. N.p.: Penguin Publishing Group. Iber, Patrick J. 2013. ““Who Will Impose Democracy?”: Sacha Volman and the Contradictions of CIA Support for the Anticommunist Left in Latin America.” Diplomatic History 37, no. 5 (April): 995-1028. https://academic.oup.com/dh/article-abstract/37/5/995/357705?redirectedFrom=fulltext&login=false. Osorio, Carlos. 2013. “OPERATION CONDOR ON TRIAL: LEGAL PROCEEDINGS ON LATIN AMERICAN RENDITION AND ASSASSINATION PROGRAM OPEN IN BUENOS AIRES.” The National Security Archive. https://nsarchive2.gwu.edu/NSAEBB/NSAEBB416/. Skidmore, Thomas E. 1989. The Politics of Military Rule in Brazil, 1964-1985. N.p.: Oxford University Press. Tienda, Mara, and Susana Sanchez. 2013. “Latin American Immigration to the United States.” National Library Medicine 142, no. 3 (July): 48-64. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4638184/

Thomas Jefferson famously declared, “A properly functioning democracy depends upon an informed electorate.” Franklin D. Roosevelt said, "the real safeguard of democracy is education." Our education system is essential to maintaining democracy. America's faith in democracy begins at a young age. Elementary school children learn that Americans value individual rights, freedom, and democracy. It should be no surprise that anti-democratic forces are targeting our children, too. How can we protect our school children, and educate them regarding the true realities many Americans have faced historically and continue to undergo? Are Republicans banning books and criminalizing the teaching of American history? Are Liberals indoctrinating our children? These accusations have caused heated conflicts at school board meetings. Gina Clayton-Tarvin has been valiantly dealing with these important issues firsthand as a Trustee on the Ocean View School District Governing Board of Education and as a member of the Executive Board of the ABC Federation of Teachers. She has spent 25 years as a classroom teacher, union leader, and elected school board trustee. She is currently a candidate for the Huntington Beach City Council. Gina speaks to us about the teaching of American history and government in our schools and about how to get young people interested and involved in elections and voting. She brings a wealth of knowledge, experience, and information to our platform and she has much to share with us on how we can remain actively engaged for our children, their future, and the health of our democracy.

This week I am talking all about the debates and compromises that went into writing the Constitution. From James Madison's Virginia Plan to the Three-Fifths Compromise, tune in this week as I dive into how the framers were able to produce a new form of representative government never before seen. Sources In This Episode:The Virgnia Plan, U.S Senate. (LINK)These Truths by Jill LeporeBuilding the American Republic, Volume 1: A Narrative History History to 1877 by Harry L Watson and Jane Dailey The Quartet by Joseph J EllisFreeman, Joanne. “Creating A Constitution.” YouTube. Uploaded by Yale Courses. March 19, 2011.Day by Day Summary of the Convention, Teaching American History. (LINK) Support the show (http://www.buymeacoffee.com/civicscoffeepod)

Dr. Owen Anderson (Arizona State University) takes a closer look at the meaning that humans inherently seek from their reading and interpretation of history.

In commemoration of Martin Luther King, jr. Day, 2021, Teaching American History presented this one-hour webinar about the ideas and legacy of Frederick Douglass, America's greatest abolitionist, and certainly one of its greatest civil rights leaders. You can access our collection of Frederick Douglass documents  here.

In commemoration of Martin Luther King, jr. Day, 2021, Teaching American History presented this one-hour webinar about the ideas and legacy of Frederick Douglass, America's greatest abolitionist, and certainly one of its greatest civil rights leaders. You can access our collection of Frederick Douglass documents  here.

TAH.org's last of a three-episode series on pivotal presidential elections, tonight's focus was Ronald Reagan and the Election of 1980. Dr. Jeff Sikkenga, Professor Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the election and its legacy with Dr. Chris Burkett, also of Ashland University. Suggested Readings: Acceptance Speech 1980 Democratic Convention, Jimmy Carter, 14 AUG 1980 Crisis of Confidence Speech, Jimmy Carter, 15 July 1979 A Time for Choosing, Ronald Reagan, 27 OCT 1964 Acceptance Speech at 1980 Republican Convention, Ronald Reagan, 17 July 1980 Transcript: Presidential Debate in Cleveland, OH, 28 OCT 1980 The post Special Webinar: What Can We Learn From the Election of 1980? appeared first on Teaching American History.

TAH.org's last of a three-episode series on pivotal presidential elections, tonight's focus was Ronald Reagan and the Election of 1980. Dr. Jeff Sikkenga, Professor Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the election and its legacy with Dr. Chris Burkett, also of Ashland University. Suggested Readings: Acceptance Speech 1980 Democratic Convention, Jimmy Carter, 14 AUG 1980 Crisis of Confidence Speech, Jimmy Carter, 15 July 1979 A Time for Choosing, Ronald Reagan, 27 OCT 1964 Acceptance Speech at 1980 Republican Convention, Ronald Reagan, 17 July 1980 Transcript: Presidential Debate in Cleveland, OH, 28 OCT 1980 The post Special Webinar: What Can We Learn From the Election of 1980? appeared first on Teaching American History.

Why are both these documents essential to establishing and, hopefully, contributing to the maintenance of the American constitutional system of government? How do they work with one another, and why were they not created together? Explore these and other questions about two of the most foundational documents of the American republic, through the experience and vision of Dr. Gordon Lloyd, expert on the Constitutional Convention and the American Founding.

On this episode, Superintendent Sanchez, talks about the ups and downs on  the road to reopening schools this year. We get to know him better as he discussing his family and his journey from teacher to administrator. He even talks about his own self-care habits and offers suggestions for parents and student to manage during these stressful times. Raymond Sanchez serves as the superintendent for the Ossining Union Free School District. As an administrator in the Ossining School District, he demonstrates a commitment to serve all the students of the district on a daily basis.Along with the Board of Education, faculty, staff, and the Ossining community at large, Sanchez focuses on “raising the bar” and enhancing success for all students.Sanchez served as the past president of the Lower Hudson Council of School Personnel Administrators, the former president of the Putnam/Northern Westchester BOCES Curriculum Council, and as a past liaison for the New York State Association of Bilingual Educators. Sanchez has presented at various state and national conferences. He is on the advisory board of the Future School Leadership Academy (FSLA), the Teaching American History program, and Teatown Nature Preservation. He also shares his expertise as an adjunct professor at Mercy College, Manhattanville College, and Bank Street College of Education.Sanchez is also a past recipient of the Raymond Delaney Award from the New York State Association of School Superintendents.Thanks so much for joining me today for A Therapist Takes Her Own Advice. If you connected with what you heard here, and you want to work with me, go to my website, rebekahshackney.com and send a message through my contact page. And if you have enjoyed what you've heard here, please subscribe, rate and review on Apple Podcasts or wherever you listen to podcasts.To learn more about DBT group therapy with Rebekah Shackney LCSW, go to https://rebekahshackney.com/groups

If you missed our partner webinar with the Missouri Humanities Council, on 11 August 2020, you can watch the archive here, and access the readings set aside for this program.P Subscribe to our podcast: At iTunes Via the RSS Feed Panelists: Dr. Jeff Sikkenga and Dr. Jason Stevens Republican Party Platform of 1860 Democratic Party Platform of 1860 South Carolina’s Declaration of the Causes of Secession, 24 DEC 1860 Farewell Speech, Abraham Lincoln, 11 FEB 1861 Speech at Independence Hall, Abraham Lincoln, 22 FEB 1861 First Inaugural Address, Abraham Lincoln, 4 MAR 1861 The post Special Webinar: What Can We Learn from the Election of 1860? appeared first on Teaching American History.

Our first Saturday Webinar for the 20-21 school year, and also the first in our Fall series, Enduring American Questions. In this 75-minute episode, we will explore the question of whether the American Revolution, or perhaps 'The War for American Independence," was a revolution. What were its roots and how do they compare to those of other revolutions of the era, and since? What did Americans of the time seek to accomplish, and why? This episode will delve into political and historical topics, making it relevant for American History, World History, and American Government/Civics teachers, as well as Comparative Government teachers. The episode aired live on Saturday, 22 August, from 11am-12:15pm EDT. Suggested Readings: Draft of the Declaration of Independence, 2 July 1776 "Liberty Further Extended: Or Free Thoughts on the Illegality of Slave-keeping," Lemuel Haynes, 1776 Letter to Thomas Jefferson, John Adams, 24 AUG 1815 Letter to Roger Weightman, Thomas Jefferson, 24 June 1826 Panelists: Dr. Chris Burkett, Ashland University Dr. Todd Estes, Oakland University Dr. Rob McDonald, United States Military Academy at West Point The post Saturday Webinar: Was the American Revolution Really a Revolution? appeared first on Teaching American History.

If you missed our partner webinar with the Missouri Humanities Council, on 11 August 2020, you can watch the archive here, and access the readings set aside for this program.P Subscribe to our podcast: At iTunes Via the RSS Feed Panelists: Dr. Jeff Sikkenga and Dr. Jason Stevens Republican Party Platform of 1860 Democratic Party Platform of 1860 South Carolina's Declaration of the Causes of Secession, 24 DEC 1860 Farewell Speech, Abraham Lincoln, 11 FEB 1861 Speech at Independence Hall, Abraham Lincoln, 22 FEB 1861 First Inaugural Address, Abraham Lincoln, 4 MAR 1861 The post Special Webinar: What Can We Learn from the Election of 1860? appeared first on Teaching American History.

Join us for the first Documents in Detail webinar of the 20-21 school year, and also the first in our last year of 'Selections from the 50 Core Documents' as a series focus. In this episode we will delve into the meaning, rhetoric, and legacy of Brutus II, one of the most important Anti-federalist writings from 1787-88. This episode aired live on Wednesday, 19 AUG 2020, at 7pm ET. Panelists: Dr. John Moser, Ashland University Dr. Jason Jividen, Saint Vincent College Dr. Adam Seagrave, Arizona State University The post Documents in Detail: Brutus II appeared first on Teaching American History.

Join us for the first Documents in Detail webinar of the 20-21 school year, and also the first in our last year of 'Selections from the 50 Core Documents' as a series focus. In this episode we will delve into the meaning, rhetoric, and legacy of Brutus II, one of the most important Anti-federalist writings from 1787-88. This episode aired live on Wednesday, 19 AUG 2020, at 7pm ET. Panelists: Dr. John Moser, Ashland University Dr. Jason Jividen, Saint Vincent College Dr. Adam Seagrave, Arizona State University The post Documents in Detail: Brutus II appeared first on Teaching American History.

The first in our three-episode series of webinars about Presidential Elections and Campaigns, this episode focused on the tumultuous election of 1800, wherein John Adams was eventually defeated by Thomas Jefferson, resulting in the first partisan exchange of power in America. Dr. Jeff Sikkenga, Professor Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the election and what we can learn from it with Dr. Cara Rogers, of Ashland University. Suggested Readings: Alien and Sedition Acts, 13 NOV 1797 Letter to John Taylor, Thomas Jefferson, 4 June 1798 The Duty of Americans, at the Present Crisis, Timothy Dwight, 4 July 1798 Letter to Elbridge Gerry, Thomas Jefferson, 26 JAN 1799 Hideous Hermaphroditical Character - Spurious Quotation about John Adams Letter to Harrison Gray Otis, Alexander Hamilton, 23 DEC 1800 Letter to Thomas Mann Rudolph, Thomas Jefferson, 19 FEB 1801 First Inaugural Address, Thomas Jefferson, 4 MAR 1801 The post Special Webinar: What Can We Learn from the Election of 1800? appeared first on Teaching American History.

The first in our three-episode series of webinars about Presidential Elections and Campaigns, this episode focused on the tumultuous election of 1800, wherein John Adams was eventually defeated by Thomas Jefferson, resulting in the first partisan exchange of power in America. Dr. Jeff Sikkenga, Professor Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the election and what we can learn from it with Dr. Cara Rogers, of Ashland University. Suggested Readings: Alien and Sedition Acts, 13 NOV 1797 Letter to John Taylor, Thomas Jefferson, 4 June 1798 The Duty of Americans, at the Present Crisis, Timothy Dwight, 4 July 1798 Letter to Elbridge Gerry, Thomas Jefferson, 26 JAN 1799 Hideous Hermaphroditical Character - Spurious Quotation about John Adams Letter to Harrison Gray Otis, Alexander Hamilton, 23 DEC 1800 Letter to Thomas Mann Rudolph, Thomas Jefferson, 19 FEB 1801 First Inaugural Address, Thomas Jefferson, 4 MAR 1801 The post Special Webinar: What Can We Learn from the Election of 1800? appeared first on Teaching American History.

Ashbrook and TeachingAmericanHistory presented  another special webinar, this time about Operation OVERLORD, more widely known as D-Day, the invasion of Normandy, and the liberation of Europe that it led to. Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the invasion and its place in WW2 and history with Dr. John Moser of Ashland University. Suggested Readings: Fuhrer Directive 51, Adolf Hitler, 3 November 1943 Combined Chiefs of Staff Directive for Operation Overlord, 12 February 1944 D-Day Statements, General Dwight Eisenhower, 6 June 1944 Robert Edlin's Account of D-Day Memo to Gen. George Marshall, Dwight Eisenhower, 6 June 1944 All participants will be sent a printable certificate for continuing education time. REGISTER HERE The post Special Webinar: D-Day+76 Years and the Liberation of Europe appeared first on Teaching American History.

Ashbrook and TeachingAmericanHistory presented  another special webinar, this time about Operation OVERLORD, more widely known as D-Day, the invasion of Normandy, and the liberation of Europe that it led to. Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center, discussed the invasion and its place in WW2 and history with Dr. John Moser of Ashland University. Suggested Readings: Fuhrer Directive 51, Adolf Hitler, 3 November 1943 Combined Chiefs of Staff Directive for Operation Overlord, 12 February 1944 D-Day Statements, General Dwight Eisenhower, 6 June 1944 Robert Edlin's Account of D-Day Memo to Gen. George Marshall, Dwight Eisenhower, 6 June 1944 All participants will be sent a printable certificate for continuing education time. REGISTER HERE The post Special Webinar: D-Day+76 Years and the Liberation of Europe appeared first on Teaching American History.

The recent NAEP scores reveal a declining command of American history among the current crop of students. What can we do to make history more relevant and interesting to the next generation? Follow on Twitter: @eduflack   @jonHarper70bd @bamradionetwork Patrick Riccards is chief communications and strategy officer for the Woodrow Wilson National Fellowship Foundation. He is also the author of the nationally recognized Eduflack blog and its companion Twitter feed. PR News named Pat the Not-for-Profit Communications Professional of the Year for his work in teacher preparation and higher education transformation (2015). A former local school board chairman, Patrick is also the author of the award-winning Dadprovement.

Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center interviewed Dr. Jennifer Keene of Chapman University on 20 May 2020, focusing on the lives, ideas, and contributions of Henry Ford and Madam CJ Walker, heroes of American Business. Suggested Readings: Henry Ford's Five-Day Week, The Library Digest, 29 April 1922 My Life and Work (Chapter 4, 5, and 8), Henry Ford, 1922 Henry Ford Sociology Department Collection of Primary Sources for Mdm. CJ Walker The post Special Webinar: Heroes of American Business appeared first on Teaching American History.

Join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center on 13 May 2020 at 1pm ET for this free webinar, focusing on Ulysses S. Grant and Robert Gould Shaw. He will be joined by Dr. Dan Monroe of Millikin University. Suggested Readings: Proclamation on Enforcement of the 14th Amendment, U.S. Grant, 3 May 1871 Letter to D.H. Chamberlain, U.S. Grant, 26 July 1876 Recollections of the War, U.S. Grant, 1885 A Speech at the Unveiling of the Robert Gould Shaw Monument, Booker T. Washington, 31 May 1897 Supplemental Readings - Letters from and to Grant During the War: Grant to Buckner, 16 FEB 1862 Grant to Banks, 15March 1864 Grant to Butler, Meade, and Sherman, 2 April 1864 Lincoln to Grant, 30 April 1864 Lincoln to Grant, 17 August 1864   The post Special Webinar: American War Heroes appeared first on Teaching American History.

Join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center on 6 May 2020 at 1pm ET for this free webinar, focusing on, among others, Abigail Adams, a Hero of the American Founding. Dr. Sikkenga will be joined by Dr. Natalie Taylor of Skidmore College. All attendees will be provided with access to primary source readings before each episode airs, and will be emailed a printable certificate to account for continuing education. Suggested Readings: Abigail Adams to John Adams, 31 March 1776 John Adams to Abigail Adams, 14 April 1776 From John Adams to Mercy Otis Warren, 8 January 1776 Abigail Adams to John Quincy Adams, 10 June 1778 Abigail Adams to John Quincy Adams, 19 January 1780 Abigail Adams to John Quincy Adams, 10 August 1796 The post Special Webinar: Heroes of the American Founding appeared first on Teaching American History.

Join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center on 6 May 2020 at 1pm ET for this free webinar, focusing on, among others, Abigail Adams, a Hero of the American Founding. Dr. Sikkenga will be joined by Dr. Natalie Taylor of Skidmore College. All attendees will be provided with access to primary source readings before each episode airs, and will be emailed a printable certificate to account for continuing education. Suggested Readings: Abigail Adams to John Adams, 31 March 1776 John Adams to Abigail Adams, 14 April 1776 From John Adams to Mercy Otis Warren, 8 January 1776 Abigail Adams to John Quincy Adams, 10 June 1778 Abigail Adams to John Quincy Adams, 19 January 1780 Abigail Adams to John Quincy Adams, 10 August 1796 The post Special Webinar: Heroes of the American Founding appeared first on Teaching American History.

Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center interviewed Dr. Jennifer Keene of Chapman University on 20 May 2020, focusing on the lives, ideas, and contributions of Henry Ford and Madam CJ Walker, heroes of American Business. Suggested Readings: Henry Ford's Five-Day Week, The Library Digest, 29 April 1922 My Life and Work (Chapter 4, 5, and 8), Henry Ford, 1922 Henry Ford Sociology Department Collection of Primary Sources for Mdm. CJ Walker The post Special Webinar: Heroes of American Business appeared first on Teaching American History.

Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center interviewed Dr. Eric Pullin of Carthage College on 27 May 2020, focusing on Clara Barton and Jonas Salk. Suggested Readings: "Angel of the Battlefield," Hartford Courant, 26 November 1862 "The Red Cross of the Geneva Convention: What It Is," Clara Barton, 1878 Notes on Antietam, Clara Barton, 1890 "The Women Who Went to the Field," Clara Barton, 1892 "Polio Cases and Death Rates," April and May 1955 "Remarks on Conference on Salk Vaccine," 22 April 1955 "President Eisenhower Cabinet Paper," 29 April 1955 "Jonas Salk on Searching for the Next Medical Miracle," 18 February 1990   The post Special Webinar: Heroes of American Medicine appeared first on Teaching American History.

Join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center on 13 May 2020 at 1pm ET for this free webinar, focusing on Ulysses S. Grant and Robert Gould Shaw. He will be joined by Dr. Dan Monroe of Millikin University. Suggested Readings: Proclamation on Enforcement of the 14th Amendment, U.S. Grant, 3 May 1871 Letter to D.H. Chamberlain, U.S. Grant, 26 July 1876 Recollections of the War, U.S. Grant, 1885 A Speech at the Unveiling of the Robert Gould Shaw Monument, Booker T. Washington, 31 May 1897 Supplemental Readings - Letters from and to Grant During the War: Grant to Buckner, 16 FEB 1862 Grant to Banks, 15March 1864 Grant to Butler, Meade, and Sherman, 2 April 1864 Lincoln to Grant, 30 April 1864 Lincoln to Grant, 17 August 1864   The post Special Webinar: American War Heroes appeared first on Teaching American History.

Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center interviewed Dr. Eric Pullin of Carthage College on 27 May 2020, focusing on Clara Barton and Jonas Salk. Suggested Readings: "Angel of the Battlefield," Hartford Courant, 26 November 1862 "The Red Cross of the Geneva Convention: What It Is," Clara Barton, 1878 Notes on Antietam, Clara Barton, 1890 "The Women Who Went to the Field," Clara Barton, 1892 "Polio Cases and Death Rates," April and May 1955 "Remarks on Conference on Salk Vaccine," 22 April 1955 "President Eisenhower Cabinet Paper," 29 April 1955 "Jonas Salk on Searching for the Next Medical Miracle," 18 February 1990   The post Special Webinar: Heroes of American Medicine appeared first on Teaching American History.

Examine the role of religion and religious activity during times of crisis through a series of historical case studies. Join Dr. Jeff Sikkenga of Ashland University and Executive Director of the Ashbrook Center as he discusses these topics with Professor Melissa M. Matthes of the United States Coast Guard Academy. This special program, the last in our "Insights from History" series, aired at 1pm ET on Wednesday, 29 April. Suggested readings: The Babylonian Exile and the Love of God, Pastor Hideo Hashimoto, February, 1942 "We All Killed Kennedy," Reverend William Holmes, 24 November 1963 Letter from Thomas Merton to Coretta Scott King After Martin Luther King, Jr's Assassination, 5 April 1968 "http://lincoln.digitalscholarship.emory.edu/overview/ When a Community Weeps: Case Studies in Group Survivorship Ellen Zinner and Mary Beth Williams Preaching With Sacred Fire: An Anthology of African American Sermons 1750 - to the Present, ed. Martha Simmons and Frank A Thomas Lament for a Son Nicholas Wolterstorff Collected Sermons of William Sloan Coffin: The Riverside Years, vol. I and II A Tribute: Classic Sermons of Billy Graham, ed. Patrick Doucette A Knock at Midnight: Inspiration from the Great Sermons of Martin Luther King, Jr. ed. Clayborne Carson. Glorious Women: Award Winning Sermons about Women Dorothy Emerson and Bonnie Smith The post Insights from History: The Power of the Pulpit in Times of Crisis: From the American Revolution to the Coronavirus appeared first on Teaching American History.

Examine the role of religion and religious activity during times of crisis through a series of historical case studies. Join Dr. Jeff Sikkenga of Ashland University and Executive Director of the Ashbrook Center as he discusses these topics with Professor Melissa M. Matthes of the United States Coast Guard Academy. This special program, the last in our "Insights from History" series, aired at 1pm ET on Wednesday, 29 April. Suggested readings: The Babylonian Exile and the Love of God, Pastor Hideo Hashimoto, February, 1942 "We All Killed Kennedy," Reverend William Holmes, 24 November 1963 Letter from Thomas Merton to Coretta Scott King After Martin Luther King, Jr's Assassination, 5 April 1968 "

The fifth episode in our "Insights from History" webinar series, hosted by Dr. Jeff Sikkenga of Ashland University and Executive Director of the Ashbrook Center, will feature Dr. Lauren Hall of the Rochester Institute of Technology. They discussed how the American family has reacted to and been shaped by times of national crisis. This special webinar took place at 1pm on Wednesday, 22 April. Suggested readings: Letter from Abigail Adams to John Adams, 23 July 1777 The Influence of Democracy on the Family, Alexis de Tocqueville, 1840 The Democratic Household, Jane Addams, 1902 REGISTER HERE The post Insights from History: The American Family in Times of Crisis: Education, Health Care, and the Trade-offs of Coming Home appeared first on Teaching American History.

The fifth episode in our "Insights from History" webinar series, hosted by Dr. Jeff Sikkenga of Ashland University and Executive Director of the Ashbrook Center, will feature Dr. Lauren Hall of the Rochester Institute of Technology. They discussed how the American family has reacted to and been shaped by times of national crisis. This special webinar took place at 1pm on Wednesday, 22 April. Suggested readings: Letter from Abigail Adams to John Adams, 23 July 1777 The Influence of Democracy on the Family, Alexis de Tocqueville, 1840 The Democratic Household, Jane Addams, 1902 REGISTER HERE The post Insights from History: The American Family in Times of Crisis: Education, Health Care, and the Trade-offs of Coming Home appeared first on Teaching American History.

The story is one of the most familiar in American history. Though shrouded in myth, the details are well-known. In the overnight hours of April 18-19, 1775, British regulars staggered from their bunks, donned their red wool uniforms, were rowed across the Charles River, and marched through the Massachusetts countryside. Their goal was the destruction of military supplies believed hidden in Concord by the colonial militia. With a little luck, the British also hoped to arrest two of the nascent rebellion's most belligerent leaders, Sam Adams and John Hancock. Throughout the long night, church bells rang, guns fired, and a trio of riders alerted the colonists that British troops were on the move. The warnings enabled Adams and Hancock to escape capture while the rebel defenders of Massachusetts, having left their warm beds, prepared to guard their towns. This was not the first time Massachusetts militiamen had faced British troops in the field. As recently as February of 1775, a similar early morning march advanced on Salem. That stand-off did not end in gunfire. This time, the result would be different and make something of a prophet of beleaguered King George III, who claimed in November of 1774 that since “the New England governments are in a state of rebellion, blows must decide, whether they are to be subject to this country or independent.”[1] When the British column approached Lexington, approximately six miles east of Concord, townspeople, mustered on the village lawn, confronted the troops. Militia Captain John Parker shouted to his men, “Don't fire unless fired upon. But if they want war, let it begin here.”[2] Shots were exchanged, resulting in casualties on both sides. The militia, intimidated by British bayonets, withdrew, so the British column marched on to Concord, where they burned the few supplies they found. The colonists had taken advantage of the early warning to hide their stash in new locations. Before the day was out, war was what the British got. Minutemen flooded the woods and farms adjacent to the road to Boston. Hiding behind trees, fences, or in farmhouses, they harassed the troops throughout the twenty-mile march back to Boston. “Even weamin had firelocks,” reported one bewildered British sea captain.[3] In February of 1775, the Earl of Sandwich had dismissed the colonists as “raw, undisciplined, cowardly men.”[4] Raw and undisciplined they were, but the day proved to any British officer who dared to pay attention that the Americans were not cowardly. They kept up a steady peppering for nearly twenty miles, striking down approximately 250 British soldiers with their sniping. British troops abandoned clothing, weapons, and ammunition in exchange for a chance to escape with their lives. In the immediate aftermath of the fighting, both sides hustled to get their account of the battles into the public record. One of these early accounts was a letter, dated April 20, 1775,  from Boston merchant John Andrews to his brother-in-law, William Barrell of Philadelphia. Andrews gets some details wrong, but his account captures the essence of the events. He describes the effectiveness of the colonial warning system before the British advance, the need for British reinforcements to rescue the endangered column retreating toward Boston, and the inherent difficulty of getting accurate information from the field. News of the events in Lexington and Concord must have traveled quickly for Andrews to have time to compile his account just one day after the encounter. Fear of the event's significance must have been rising rapidly as well. Andrews told his brother-in-law: “When I reflect and consider that the fight was between those whose parents but a few generations ago were brothers, I shudder at the thought, and there's no knowing where our calamities will end.”[5] Andrews intuitively understood that a rebellion against Great Britain would be a civil war: bitter, bloody, and unpredictable. John Andrews's account is part of an upcoming Core Document Collection volume  from the Ashbrook Center. Entitled, The American Revolution, edited by Robert M. S. McDonald.  The collection contains forty-four documents on the revolutionary era along with other resources to help teachers guide students in an in-depth study of the topic. The American Revolution tells the story in the words of those who lived it, from the roots of the imperial crisis in the 1760s to the ultimate denouement in 1783. John Andrews' Account of the Battles of Lexington and Concord We have included in this post an audio reading of the document and its introduction: https://document-readings.s3.amazonaws.com/Andrews+Lex-Concord+Account.mp3 [1]  Correspondence of George III with Lord North, I in The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p.61 [2] Commager, Henry Steele and Richard B Morris, The Spirit of Seventy-Six (Edison, NJ, Castle Books, 2002), p. 70 [3]  John Crozier to Dr. Rogers, in The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p.77. [4]  The Earl of Sandwich, n The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p. 61 [5] https://teachingamericanhistory.org/library/document/account-of-the-battles-of-lexington-and-concord/ The post 245th Anniversary of Lexington and Concord appeared first on Teaching American History.

The story is one of the most familiar in American history. Though shrouded in myth, the details are well-known. In the overnight hours of April 18-19, 1775, British regulars staggered from their bunks, donned their red wool uniforms, were rowed across the Charles River, and marched through the Massachusetts countryside. Their goal was the destruction of military supplies believed hidden in Concord by the colonial militia. With a little luck, the British also hoped to arrest two of the nascent rebellion’s most belligerent leaders, Sam Adams and John Hancock. Throughout the long night, church bells rang, guns fired, and a trio of riders alerted the colonists that British troops were on the move. The warnings enabled Adams and Hancock to escape capture while the rebel defenders of Massachusetts, having left their warm beds, prepared to guard their towns. This was not the first time Massachusetts militiamen had faced British troops in the field. As recently as February of 1775, a similar early morning march advanced on Salem. That stand-off did not end in gunfire. This time, the result would be different and make something of a prophet of beleaguered King George III, who claimed in November of 1774 that since “the New England governments are in a state of rebellion, blows must decide, whether they are to be subject to this country or independent.”[1] When the British column approached Lexington, approximately six miles east of Concord, townspeople, mustered on the village lawn, confronted the troops. Militia Captain John Parker shouted to his men, “Don’t fire unless fired upon. But if they want war, let it begin here.”[2] Shots were exchanged, resulting in casualties on both sides. The militia, intimidated by British bayonets, withdrew, so the British column marched on to Concord, where they burned the few supplies they found. The colonists had taken advantage of the early warning to hide their stash in new locations. Before the day was out, war was what the British got. Minutemen flooded the woods and farms adjacent to the road to Boston. Hiding behind trees, fences, or in farmhouses, they harassed the troops throughout the twenty-mile march back to Boston. “Even weamin had firelocks,” reported one bewildered British sea captain.[3] In February of 1775, the Earl of Sandwich had dismissed the colonists as “raw, undisciplined, cowardly men.”[4] Raw and undisciplined they were, but the day proved to any British officer who dared to pay attention that the Americans were not cowardly. They kept up a steady peppering for nearly twenty miles, striking down approximately 250 British soldiers with their sniping. British troops abandoned clothing, weapons, and ammunition in exchange for a chance to escape with their lives. In the immediate aftermath of the fighting, both sides hustled to get their account of the battles into the public record. One of these early accounts was a letter, dated April 20, 1775,  from Boston merchant John Andrews to his brother-in-law, William Barrell of Philadelphia. Andrews gets some details wrong, but his account captures the essence of the events. He describes the effectiveness of the colonial warning system before the British advance, the need for British reinforcements to rescue the endangered column retreating toward Boston, and the inherent difficulty of getting accurate information from the field. News of the events in Lexington and Concord must have traveled quickly for Andrews to have time to compile his account just one day after the encounter. Fear of the event’s significance must have been rising rapidly as well. Andrews told his brother-in-law: “When I reflect and consider that the fight was between those whose parents but a few generations ago were brothers, I shudder at the thought, and there’s no knowing where our calamities will end.”[5] Andrews intuitively understood that a rebellion against Great Britain would be a civil war: bitter, bloody, and unpredictable. John Andrews’s account is part of an upcoming Core Document Collection volume  from the Ashbrook Center. Entitled, The American Revolution, edited by Robert M. S. McDonald.  The collection contains forty-four documents on the revolutionary era along with other resources to help teachers guide students in an in-depth study of the topic. The American Revolution tells the story in the words of those who lived it, from the roots of the imperial crisis in the 1760s to the ultimate denouement in 1783. John Andrews' Account of the Battles of Lexington and Concord We have included in this post an audio reading of the document and its introduction: https://document-readings.s3.amazonaws.com/Andrews+Lex-Concord+Account.mp3 [1]  Correspondence of George III with Lord North, I in The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p.61 [2] Commager, Henry Steele and Richard B Morris, The Spirit of Seventy-Six (Edison, NJ, Castle Books, 2002), p. 70 [3]  John Crozier to Dr. Rogers, in The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p.77. [4]  The Earl of Sandwich, n The Spirit of Seventy-Six, ed. Henry Steele Commager and Richard B Morris, (Castle Books, Edison NJ, 2002), p. 61 [5] https://teachingamericanhistory.org/library/document/account-of-the-battles-of-lexington-and-concord/ The post 245th Anniversary of Lexington and Concord appeared first on Teaching American History.

As the current Coronavirus situation has continued, we are now faced with growing questions about our civil liberties. We are thinking again about the actions the government can legitimately take in restricting the freedom of American citizens in a time of crisis. For example, when and how much can the government restrict your freedom of movement, speech, religion, or carrying on a business? Can the government even force you to be vaccinated? To gain some historical insight on these and many other questions, join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center, and Dr. Joseph Fornieri, a professor in Ashbrook's Master of Arts in American History and Government and a professor of political science at Rochester Institute of Technology in New York for this special webinar. Joe is an expert on civil liberties and the Constitution, and the editor of Ashbrook's First Amendment volume in our Core Documents Collection. This program aired live on 15 April 2020 at 1pm ET. All attendees of the live program will receive a PDF certificate of participation for continuing education hours, and the program will be recorded and made available in our YouTube and podcast archives. Suggested Readings (all excerpted): Ex Parte Milligan, 1866 Jacobson v. Massachusetts, 1905 Shenck v. United States, 1919 Korematsu v. United States, 1944 Youngstown Sheet and Tube Co. v. Sawyer, 1952 The post Insights from History: Fire in a Crowded Theater – Civil Liberties in Times of Emergency appeared first on Teaching American History.

As the current Coronavirus situation has continued, we are now faced with growing questions about our civil liberties. We are thinking again about the actions the government can legitimately take in restricting the freedom of American citizens in a time of crisis. For example, when and how much can the government restrict your freedom of movement, speech, religion, or carrying on a business? Can the government even force you to be vaccinated? To gain some historical insight on these and many other questions, join Dr. Jeff Sikkenga, Professor of Political Science at Ashland University and Executive Director of the Ashbrook Center, and Dr. Joseph Fornieri, a professor in Ashbrook’s Master of Arts in American History and Government and a professor of political science at Rochester Institute of Technology in New York for this special webinar. Joe is an expert on civil liberties and the Constitution, and the editor of Ashbrook’s First Amendment volume in our Core Documents Collection. This program aired live on 15 April 2020 at 1pm ET. All attendees of the live program will receive a PDF certificate of participation for continuing education hours, and the program will be recorded and made available in our YouTube and podcast archives. Suggested Readings (all excerpted): Ex Parte Milligan, 1866 Jacobson v. Massachusetts, 1905 Shenck v. United States, 1919 Korematsu v. United States, 1944 Youngstown Sheet and Tube Co. v. Sawyer, 1952 The post Insights from History: Fire in a Crowded Theater – Civil Liberties in Times of Emergency appeared first on Teaching American History.