Ashbrook Center for Public Affairs The Teaching American History Podcast is based on programs for teachers sponsored by the Ashbrook Center at Ashland University, Ashland, Ohio. These seminars are designed to encourage teachers to seriously examine significant events in American history in light of the principles of the American founding, and also to encourage the use of primary source materials in the classroom. The seminars, which include both lecture and discussion, are taught by leading scholars in their field from throughout the nation. The Teaching American History Podcast is based on programs for teachers sponsored by the Ashbrook Center at Ashland University, Ashland, Ohio. These seminars are designed to encourage teachers to seriously examine significant events in American history in light of the principles of the American founding, and also to encourage the use of primary source materials in the classroom. The seminars, which include both lecture and discussion, are taught by leading scholars in their field from throughout the nation. 60 Fri, 30 Jan 2009 15:04:47 -0500 http://www.teachingamericanhistory.org/podcasts/ en-us Copyright 2009, Ashbrook Center for Public Affairs Education american history, history, teaching, education, united states history, constitution, constitutional convention, civil war, american revolution, american founding, founding, liberty, freedom, slavery, civil rights, black history, african-american history, supreme court, mcpherson, james mcpherson, fischer, david hackett fischer, lloyd, gordon lloyd, ruderman, richard ruderman, ralph rossum, rossum, ashbrook, ashbrook center, victor davis hanson, hanson, victor hanson, american way of war, war, american war, warfare, matthew spalding, spalding, david forte, forte, heritage foundation, heritage, originalism, bill of rights, arkes, hadley arkes, danielle allen, allen, citizenship, civic education, stephen knott, knott, jefferson, hamilton, thomas jefferson, alexander hamilton, calvin coolidge, coolidge, 1920s, twenties, robert ferrell, ferrell, donald brand, brand, roosevelt, fdr, franklin roosevelt, bill of rights, second bill of rights, 2nd bill of rights, james muller, muller, churchill, my early life, winston churchill, truman, harry truman, harry s. truman, elizabeth spalding, elizabeth edwards spalding, james ceaser, ceaser, political thought, american political thought, john moser, herbert hoover, hoover, president, presidency, american presidency, presidential greatness, sidney milkis, milkis, jaffa, harry jaffa, lincoln-douglas debates, lincoln douglas, abraham lincoln, president lincoln, juan williams, thurgood marshall, malcolm x, martin luther king, morel, lucas morel, booker t. washington, booker t, booker washington, web du bois, du bois, dubois, web dubois, w.e.b. du bois, w.e.b. dubois, james muller, muller, federalist papers, federalist 10, madison, herbert hoover, president hoover, thomas jefferson, jefferson, executive power, jeremy bailey, bailey, mark hulliung, hulliung, social contract, peter myers, william allen, george washington, washington bkunkel@ashbrook.org http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ William B. Allen Fri, 30 Jan 2009 15:03:24 -0500 Education 01:30:40 http://www.teachingamericanhistory.org/podcasts/allen_09-01-24_session2.mp3 Generally critics and interpreters of Uncle Tom have constructed a one-way view of Uncle Tom, albeit offering a few kind words for Uncle Tom along the way. Recovering Uncle Tom requires re-telling his story. Harriet Beecher Stowe's oeuvre, in partnership with that of her husband Calvin, constitutes a demonstration of the permanent necessity of moral and prudential judgment in human affairs. Moreover, it identifies the political conditions that can best guarantee conditions of decency. Her two disciplines—philosophy and poetry—illuminate the founding principles of the American republic and remedy defects in their realization that were evident in mid-nineteenth century. While slavery is not the only defect, its persistence and expansion indicate the overall shortcomings. In four of her chief works ("Uncle Tom's Cabin," "Sunny Memories of Foreign Lands," "Dred," and "Oldtown Folks"), Stowe teaches not only how to eliminate the defect of slavery, but also how to realize and maintain a regime founded on the basis of natural rights and Christianity. Further, she identifies the proper vehicle for educating citizens so they might reliably be ruled by decent public opinion. William B. Allen, is Emeritus Professor of Political Philosophy in the Department of Political Science at Michigan State University. ashbrook center, ashbrook, william allen, allen, harriet beecher stowe, beecher stowe, stowe, uncle tom, uncle tom's cabin Copyright 2009, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ William B. Allen Fri, 30 Jan 2009 15:03:24 -0500 Education 01:23:46 http://www.teachingamericanhistory.org/podcasts/allen_09-01-24_session1.mp3 Generally critics and interpreters of Uncle Tom have constructed a one-way view of Uncle Tom, albeit offering a few kind words for Uncle Tom along the way. Recovering Uncle Tom requires re-telling his story. Harriet Beecher Stowe's oeuvre, in partnership with that of her husband Calvin, constitutes a demonstration of the permanent necessity of moral and prudential judgment in human affairs. Moreover, it identifies the political conditions that can best guarantee conditions of decency. Her two disciplines—philosophy and poetry—illuminate the founding principles of the American republic and remedy defects in their realization that were evident in mid-nineteenth century. While slavery is not the only defect, its persistence and expansion indicate the overall shortcomings. In four of her chief works ("Uncle Tom's Cabin," "Sunny Memories of Foreign Lands," "Dred," and "Oldtown Folks"), Stowe teaches not only how to eliminate the defect of slavery, but also how to realize and maintain a regime founded on the basis of natural rights and Christianity. Further, she identifies the proper vehicle for educating citizens so they might reliably be ruled by decent public opinion. William B. Allen, is Emeritus Professor of Political Philosophy in the Department of Political Science at Michigan State University. ashbrook center, ashbrook, william allen, allen, harriet beecher stowe, beecher stowe, stowe, uncle tom, uncle tom's cabin Copyright 2009, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Peter C. Myers Wed, 22 Oct 2008 15:03:24 -0500 Education 01:23:33 http://www.teachingamericanhistory.org/podcasts/myers_08-10-18_seminar.mp3 Douglass's mature thinking in the pre-Emancipation period centers on two interrelated sets of issues: (1) his interpretations of America's founding principles and history; and (2) his strategy for bringing about the abolition of slavery. Contrary to the Garrisonian faction of abolitionists, Douglass took a strongly positive view of the principles and actions of America's Founders, and his positive view of the Founding in turn shaped his ideas concerning the proper strategy for ending slavery. These are our questions. For what reasons did Douglass affirm that the Declaration of Independence contains the true, universally inclusive principles of natural justice? For what reasons did Douglass affirm that the U.S. Constitution is "a glorious liberty document"? In the face of the series of setbacks encountered in the 1850s, for what reasons did Douglass affirm that slavery's abolition is imminent? Why did he believe that the Civil War was an inevitable, "irrepressible conflict"? Why did he believe that the Union must and would prosecute the war as an abolitionist, not merely restorationist, war? How persuasive are Douglass's arguments on all these points? Peter C. Myers is Professor of Political Science at the University of Wisconsin-Eau Claire. ashbrook center, ashbrook, peter myers, myers, frederick douglass, douglass Copyright 2008, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Mark Hulliung Tue, 29 Apr 2008 15:03:24 -0500 Education 01:38:09 http://www.teachingamericanhistory.org/podcasts/hulliung_08-04-19_session1.mp3 What perhaps more than anything else distinguished the Revolution and Founding from European experience was the American transformation of the idea of a social contract from theory to practice. By focusing on the role of the social contract we can shed new light on the old question, "Was the American Revolution a revolution?" The enormous importance of the idea of a social contract in America after the revolutionary era can be tracked by studying, among other developments, the land reform movement or the uses of the Declaration of Independence, down to Martin Luther King's famous "I Have A Dream" speech of 1963. Mark Hulliung is Richard Koret Professor in the History of Ideas at Brandeis University. ashbrook center, ashbrook, mark hulliung, hulliung, social contract, property rights, american revolution, martin luther king, mlk, declaration of independence Copyright 2008, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Jeremy Bailey Thu, 27 Mar 2008 15:03:24 -0500 Education 01:22:29 http://www.teachingamericanhistory.org/podcasts/bailey_08-03-01_session2.mp3 Even if everyone agreed that the executive should have the power to meet emergencies, including the power to act in the silence of the law (and perhaps even against it), there would remain a question about whether a constitution should explicitly grant such a power. In what ways do Hamilton and Lincoln seem to agree in answering this question? Do Jefferson's letters, especially the one to Colvin, show that Jefferson offers an alternative to Hamilton and Lincoln? More broadly, how might this question illuminate Jefferson's earlier attempts to revise the Virginia Constitution? The Louisiana Purchase? Jeremy Bailey is assistant professor of political science at the University of Houston. ashbrook center, ashbrook, bailey, jeremy bailey, thomas jefferson, executive power, constitution, alexander hamilton, hamilton, abraham lincoln, lincoln, louisiana purchase Copyright 2008, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Jeremy Bailey Thu, 13 Mar 2008 15:03:24 -0500 Education 01:45:07 http://www.teachingamericanhistory.org/podcasts/bailey_08-03-01_session1.mp3 Even if everyone agreed that the executive should have the power to meet emergencies, including the power to act in the silence of the law (and perhaps even against it), there would remain a question about whether a constitution should explicitly grant such a power. In what ways do Hamilton and Lincoln seem to agree in answering this question? Do Jefferson's letters, especially the one to Colvin, show that Jefferson offers an alternative to Hamilton and Lincoln? More broadly, how might this question illuminate Jefferson's earlier attempts to revise the Virginia Constitution? The Louisiana Purchase? Jeremy Bailey is assistant professor of political science at the University of Houston. ashbrook center, ashbrook, bailey, jeremy bailey, thomas jefferson, executive power, constitution, alexander hamilton, hamilton, abraham lincoln, lincoln, louisiana purchase Copyright 2008, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Thu, 25 Oct 2007 15:03:24 -0500 Education 01:38:20 http://www.teachingamericanhistory.org/podcasts/lloyd_07-10-06_session2.mp3 The Hoover-Roosevelt Debate in the 1930s—the two faces of liberalism—shapes the public policy debates of the twenty-first century. The very questions that concerned them also concern us today. What should the public sector and private sector do to secure "the blessings of liberty and justice," in a regime dedicated to "equality of opportunity?" And if government should "do something" about "the problem," which level and which branch of government should do it? They had a decade-long debate that now dominates the American landscape: liberty versus security, freedom versus regulation, representative government versus the administrative state, the proper role of the judiciary, and the emergency powers of the presidency. These two sessions invite the participants to come to grips with the compelling intricacies of each argument that now dominates the American political and economic landscape. Gordon Lloyd is Professor of Public Policy in the graduate School of Public Policy at Pepperdine University. ashbrook center, ashbrook, hoover, herbert hoover, president hoover, fdr, roosevelt, franklin roosevelt, president roosevelt, liberalism, equality, security, government, federalism Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Thu, 18 Oct 2007 15:03:24 -0500 Education 01:25:37 http://www.teachingamericanhistory.org/podcasts/lloyd_07-10-06_session1.mp3 The Hoover-Roosevelt Debate in the 1930s—the two faces of liberalism—shapes the public policy debates of the twenty-first century. The very questions that concerned them also concern us today. What should the public sector and private sector do to secure "the blessings of liberty and justice," in a regime dedicated to "equality of opportunity?" And if government should "do something" about "the problem," which level and which branch of government should do it? They had a decade-long debate that now dominates the American landscape: liberty versus security, freedom versus regulation, representative government versus the administrative state, the proper role of the judiciary, and the emergency powers of the presidency. These two sessions invite the participants to come to grips with the compelling intricacies of each argument that now dominates the American political and economic landscape. Gordon Lloyd is Professor of Public Policy in the graduate School of Public Policy at Pepperdine University. ashbrook center, ashbrook, hoover, herbert hoover, president hoover, fdr, roosevelt, franklin roosevelt, president roosevelt, liberalism, equality, security, government, federalism Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James Muller Thu, 06 Sep 2007 15:03:24 -0500 Education 01:35:16 http://www.teachingamericanhistory.org/podcasts/muller_03-03-01_session1.mp3 The Federalist, the collection of essays penned by Alexander Hamilton, John Jay, and James Madison under the pseudonym of Publius to urge their fellow citizens to support ratification of the new Constitution, is the authoritative but unofficial explanation of America's government by those who created it. Though often assigned to high school students (and sometimes even read), it is rarely appreciated for its novel understanding of the problems free citizens face in establishing self-government that is also good government. Publius claims that the American Constitution has improved on all previous constitutions in making provision for Americans to achieve justice and the common good. By a close reading of the crucial argument in Federalist #10, Professor Muller will show how The Federalist can be used in high school classes to explain the spirit and distinctiveness of American government, and to highlight the contrast between it and other regimes. James W. Muller is Professor of Political Science at the University of Alaska, Anchorage. ashbrook center, ashbrook, federalist papers, the federalist, federalist 10, james madison, madison, constitution, faction, publius, american government, government Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Allen Guelzo Thu, 16 Aug 2007 15:03:24 -0500 Education 01:27:59 http://www.presidentialacademy.org/podcasts/06-07-22_guelzo1_pa.mp3 According to Garrison, what is wrong with gradual abolition of slavery? Does he think the Constitution is pro-freedom or pro-slavery? Why does Garrison not endorse political reform as the cure for the nation's ills? What is the key principle that Lincoln proposes for the "fusion" of various political interests into a new party? Contrast Lincoln's approach to eliminating slavery with Garrison's. What does Lincoln mean by comparing America to "a house divided against itself"? What is Frederick Douglass's view of the Declaration of Independence and the U.S. Constitution? Does he view blacks in the United States as Americans? What do blacks in America need to flourish as human beings and as citizens? Why is Lincoln not an abolitionist? This lecture was part of the 2006 Presidential Academy for American History and Civics. Allen Guelzo is Henry R. Luce Professor of the Civil War Era, Professor of History, and Associate Director of the Civil War Institute at Gettysburg College. ashbrook center, ashbrook, presidential academy, allen guelzo, guelzo, abolitionism, abolition, slavery, slaves, self-government, constitutionalism, constitution, lincoln, garrison, william lloyd garrison, frederick douglass, douglass Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Lucas Morel Thu, 12 Jul 2007 15:03:24 -0500 Education 01:19:11 http://www.presidentialacademy.org/podcasts/06-07-27_morel_pa.mp3 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. Lucas Morel is an assistant professor of political science at Washington and Lee University. ashbrook center, ashbrook, presidential academy, morel, lucas morel, booker t. washington, booker t, booker washington, web du bois, du bois, dubois, web dubois, w.e.b. du bois, w.e.b. dubois, washington, race, african-american history, education, african-american Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ David Hackett Fischer Thu, 14 Jun 2007 15:03:24 -0500 Education 00:49:57 http://www.presidentialacademy.org/podcasts/06-07-17_fischer_pa.mp3 How did the American colonists define liberty and freedom as they sought to secure their independence from mother England? During the Revolutionary War, what difficulties did the Americans face in fighting for liberty while maintaining the supremacy of civilian over military authority? David Hackett Fischer is University Professor and Warren Professor of History at Brandeis University, and Pulitzer Prize-winning author of "Albion's Seed," "The Great Wave," "Paul Revere's Ride," "Washington's Crossing," and "Liberty and Freedom: A Visual History of America's Founding Ideas." ashbrook center, ashbrook, presidential academy, revolutionary war, american revolution, david hackett fischer, fischer, war for independence, american colonies, american colonists Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James M. PcPherson Wed, 09 May 2007 15:03:24 -0500 Education 01:57:57 http://www.presidentialacademy.org/podcasts/06-07-23_mcpherson_pa.mp3 Why did the South secede? Why did secession lead to war? For a half century the northern, free states coexisted politically in the same nation with southern, slaveholding states. Why and how did that national structure fall apart in the 1850s? Was this breakdown inevitable, or could wiser political leadership have prevented it? Why did the election of Abraham Lincoln as president precipitate the secession of seven lower-South states? Why did both sides prefer war to compromise? Could this terrible war have been avoided? Could the positive results of the war (Union and freedom) have been achieved without war? James McPherson is George Henry Davis '86 Professor of History at Princeton University, and Pulitzer Prize-winning author of "Battle Cry of Freedom: The Civil War Era," "Abraham Lincoln and the Second American Revolution," "Crossroads of Freedom: Antietam," and "For Cause and Comrades: Why Men Fought in the Civil War." ashbrook center, ashbrook, presidential academy, james mcpherson, mcpherson abraham lincoln, lincoln, civil war, secession, slavery, causes of the civil war Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Juan Williams Thu, 03 May 2007 15:03:24 -0500 Education 01:00:36 http://www.presidentialacademy.org/podcasts/06-07-28_williams_pa.mp3 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? Juan Williams is Senior Correspondent for National Public Radio, contributing political analyst for the Fox News Channel and a regular panelist on Fox News Sunday, and best-selling author of "Eyes on the Prize: America's Civil Rights Years, 1954-1965" and "Thurgood Marshall: American Revolutionary." ashbrook center, ashbrook, presidential academy, juan williams, npr, fox news, martin luther king, mlk, malcolm x, thurgood marshall, supreme court, naacp, african-american history, black history, civil rights Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Harry V. Jaffa Tue, 10 Apr 2007 15:03:24 -0500 Education 02:06:20 http://www.teachingamericanhistory.org/podcasts/jaffa_07-03-24_session2.mp3 The crisis in our affairs, in the confrontation between the United States and Islamic fundamentalism, is little understood in high places, on either side of the great divide. President Bush has declared that there is a desire for democracy in the hearts of all people everywhere, an assertion hard to square with the prevalence of tyrannies in the greater part of the world. The conflict between Shia and Sunni in the Islamic world resembles nothing so much as that between Catholics and Protestants in 16th century Europe. This reminds us that religious intolerance was transformed, in the American Revolution and in the American Founding, first into religious tolerance, and then into the equal natural human right to the free exercise of religion. It is this transformation, which occurred nowhere else in the world before it occurred here, that laid the foundation of constitutional government and the rule of law. Only by removing sectarian differences from the political process, could political differences be resolved by majority rule. No minority will permit any majority to determine its faith by its votes. Yet in the Islamic world, virtually all political differences are sectarian. The Republican party platform upon which Abraham Lincoln was elected, asserted without equivocation that the principles of the Declaration of Independence are embodied in the Constitution. Yet this is denied here today by virtually all constitutional jurists. The crisis of the West is therefore a crisis within the West no less than with its external enemies. Abraham Lincoln is today a prophet without honor. Harry V. Jaffa is Professor Emeritus of Government at Claremont McKenna College and the Claremont Graduate School. harry jaffa, jaffa, claremont, crisis of the house divided, abraham lincoln, lincoln-douglas debates, lincoln-douglas, slavery, emancipation, civil war Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Harry V. Jaffa Tue, 03 Apr 2007 15:03:24 -0500 Education 01:07:35 http://www.teachingamericanhistory.org/podcasts/jaffa_07-03-24_session1.mp3 The crisis in our affairs, in the confrontation between the United States and Islamic fundamentalism, is little understood in high places, on either side of the great divide. President Bush has declared that there is a desire for democracy in the hearts of all people everywhere, an assertion hard to square with the prevalence of tyrannies in the greater part of the world. The conflict between Shia and Sunni in the Islamic world resembles nothing so much as that between Catholics and Protestants in 16th century Europe. This reminds us that religious intolerance was transformed, in the American Revolution and in the American Founding, first into religious tolerance, and then into the equal natural human right to the free exercise of religion. It is this transformation, which occurred nowhere else in the world before it occurred here, that laid the foundation of constitutional government and the rule of law. Only by removing sectarian differences from the political process, could political differences be resolved by majority rule. No minority will permit any majority to determine its faith by its votes. Yet in the Islamic world, virtually all political differences are sectarian. The Republican party platform upon which Abraham Lincoln was elected, asserted without equivocation that the principles of the Declaration of Independence are embodied in the Constitution. Yet this is denied here today by virtually all constitutional jurists. The crisis of the West is therefore a crisis within the West no less than with its external enemies. Abraham Lincoln is today a prophet without honor. Harry V. Jaffa is Professor Emeritus of Government at Claremont McKenna College and the Claremont Graduate School. harry jaffa, jaffa, claremont, crisis of the house divided, abraham lincoln, lincoln-douglas debates, lincoln-douglas, slavery, emancipation, civil war Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Michael Anton Mon, 05 Mar 2007 15:03:24 -0500 Education 01:40:38 http://www.teachingamericanhistory.org/podcasts/anton_07-02-24_session2.mp3 Republican or (in modern parlance "democratic") government is held in conflicting regard today. On the one hand, people throughout the world, and especially in the West, regard some form of representative government by consent as the only legitimate, respectable form of government--or at least something to which all countries should aspire when they reach the appropriate level of social, political and economic development. On the other hand, these very same citizens--and especially the more intellectually inclined—have low opinions of their own government, its history, and especially its leaders. They are often inclined to believe the worst about the behavior of politicians, the people, and their nation as a whole. How warranted is this cynicism about republican government? Is it something new? Or does it have roots in the Western political and philosophic tradition? How does America fare by comparison to the theory of republicanism and practice of republics throughout history? To what extent is cynicism about American institutions and actions warranted? Michael Anton is a former speechwriter to President George W. Bush, New York City mayor Rudolph Giuliani, and Secretary of State Condoleezza Rice. michael anton, anton, republicanism, republican government, democracy, democratic government, representative government, cynicism, republic Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Michael Anton Thu, 01 Mar 2007 15:03:24 -0500 Education 01:37:06 http://www.teachingamericanhistory.org/podcasts/anton_07-02-24_session1.mp3 Republican or (in modern parlance "democratic") government is held in conflicting regard today. On the one hand, people throughout the world, and especially in the West, regard some form of representative government by consent as the only legitimate, respectable form of government--or at least something to which all countries should aspire when they reach the appropriate level of social, political and economic development. On the other hand, these very same citizens--and especially the more intellectually inclined—have low opinions of their own government, its history, and especially its leaders. They are often inclined to believe the worst about the behavior of politicians, the people, and their nation as a whole. How warranted is this cynicism about republican government? Is it something new? Or does it have roots in the Western political and philosophic tradition? How does America fare by comparison to the theory of republicanism and practice of republics throughout history? To what extent is cynicism about American institutions and actions warranted? Michael Anton is a former speechwriter to President George W. Bush, New York City mayor Rudolph Giuliani, and Secretary of State Condoleezza Rice. michael anton, anton, republicanism, republican government, democracy, democratic government, representative government, cynicism, republic Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Lucas Morel Thu, 15 Feb 2007 15:03:24 -0500 Education 01:30:35 http://www.teachingamericanhistory.org/podcasts/morel_04-06-21_session1.mp3 What did the Founders mean by declaring "all men are created equal?" Given the existence of slavery in Revolutionary America, did they really only mean to say that all "white English Protestant Christian males who own property" are created equal? If, on the other hand, the Founders meant the term "men" to be inclusive of all human beings--black and white, male and female--then how are we to understand the relation between their universal principles (which would condemn slavery) and their actual practice (the fact that slavey continued to exist in America until the Civil War)? How does the requirement of consent as the only legitimate basis of government qualify the pursuit of equalty in a free society? What is Lincoln's response to the claim that the signers of the Declaration must be considered hypocrites if they intended to include blacks as "created equal" to whites while still keeping them in slavery? This lecture, by Lucas Morel of Washington and Lee University, is part of the 2004 Ashbrook Summer Teacher Institute "Abraham Lincoln, Slavery, and the Civil War." lucas morel, morel, lincoln, abraham lincoln, founding, american founding, slavery, african-american history, equality, declaration, declaration of independence Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Christopher Flannery Thu, 01 Feb 2007 15:03:24 -0500 Education 01:28:19 http://www.teachingamericanhistory.org/podcasts/flannery_04-08-02_session2.mp3 What is the meaning of the American idea of equality? What does it tell us about American democracy, the American character, and being human? This lecture, by Christopher Flannery of Azusa Pacific University, is part of the 2004 Ashbrook Summer Teacher Institute "American Democracy, Being Human, and the American Character." chris flannery, flannery, christopher flannery, ashbrook center, ashbrook, citizenship, citizen, civics, america, american, equality, democracy, character, american character, american democracy Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Sidney Milkis Mon, 22 Jan 2007 15:03:24 -0500 Education 02:01:53 http://www.teachingamericanhistory.org/podcasts/milkis_02-06-19_session1.mp3 The American presidency has always been a subject of great fascination for the American people. From the benchmark established by George Washington, all others to hold the office have been judged by history and historians. How do we determine what makes one president great and another a failure? This lecture, by Sidney Milkis of the University of Virginia, is part of the 2002 Ashbrook Summer Teacher Institute "The Origins and Development of the American Presidency." Dr. Milkis is the author and co-author of numerous books, including "Presidential Greatness" and "The American Presidency: Origins and Development, 1776-2002." sidney milkis, milkis, sid milkis, ashbrook center, ashbrook, roosevelt, franklin roosevelt, fdr, president, presidency, presidential greatness, lincoln, abraham lincoln, george washington, washington, american government, government, american history Copyright 2007, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ John Moser Tue, 07 Nov 2006 15:03:24 -0500 Education 01:24:27 http://www.teachingamericanhistory.org/podcasts/moser_02-06-18_session4.mp3 Perhaps no institution of the American government has attracted as much attention as the presidency. Historians examine how the office has changed, and attempt to evaluate the contributions of individual presidents. Political scientists consider the institutional role of the chief executive, and how it interacts with bodies such as the Congress and the Supreme Court. Students of communications theory explore the rhetorical function of the presidency. This seminar explores the role that Presidents Hoover and Roosevelt had in developing the American presidency. John Moser is an associate professor of history at Ashland University. john moser, moser, ashbrook center, ashbrook, hoover, roosevelt, herbert hoover, franklin roosevelt, fdr, president, presidency, american government, government, american history Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James Ceaser Tue, 24 Oct 2006 15:03:24 -0500 Education 01:41:25 http://www.teachingamericanhistory.org/podcasts/ceaser_06-10-14_session2.mp3 American thinkers and statesmen have sought to ground political life in first principles, or foundations, that derive from ideas of nature, history or faith. To achieve clarity about the American political thought and its development, each foundational concept must be defined and the important debates among them analyzed. This lecture presents and discusses some of the key controversies about foundational ideas from the period of the founding until the present day. James Ceaser is Professor of Politics at the University of Virginia. james ceaser, ceaser, virginia, politics, political thought, political philosophy, philosophy Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James Ceaser Tue, 17 Oct 2006 15:03:24 -0500 Education 01:24:48 http://www.teachingamericanhistory.org/podcasts/ceaser_06-10-14_session1.mp3 American thinkers and statesmen have sought to ground political life in first principles, or foundations, that derive from ideas of nature, history or faith. To achieve clarity about the American political thought and its development, each foundational concept must be defined and the important debates among them analyzed. This lecture presents and discusses some of the key controversies about foundational ideas from the period of the founding until the present day. James Ceaser is Professor of Politics at the University of Virginia. james ceaser, ceaser, virginia, politics, political thought, political philosophy, philosophy Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Robert Ferrell Tue, 10 Oct 2006 15:03:24 -0500 Education 01:09:53 http://www.teachingamericanhistory.org/podcasts/ferrell_05-01-29_session2.mp3 The typical view of the 1920s as it appears in textbooks and other readings is a time of excess-when if there were any time of excess in American history it surely would be the present moment, 2004-05, when personal incomes have never been higher, consumption (despite ups and downs) at its most opulent. The 1920s, with President Calvin Coolidge setting the scene, was a staid time, comparatively. And it marked an entire era, 1917-33, which might be described as the 1920s figuratively speaking, when the American nation and its people moved, not always asking where they were going, into the twentieth century, which new century was to show developments, domestic and foreign, that would have been unimaginable to Americans of an earlier age. Robert Ferrell taught for many years at Indiana University in Bloomington, where he was Distinguished Professor of History. robert ferrell, ferrell, calvin coolidge, coolidge, 1920s, twenties Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Elizabeth Edwards Spalding Tue, 03 Oct 2006 15:03:24 -0500 Education 01:27:38 http://www.teachingamericanhistory.org/podcasts/spalding_06-09-23_session2.mp3 The Cold War was the global conflict that dominated the twentieth century, and the strategy of containment was the U.S. response to the political, military, economic, and moral challenge posed by the Soviet Union. While surrounding himself with "wise men" such as George C. Marshall, Dean Acheson, and George F. Kennan, President Harry Truman was central to the new strategy and thus the subsequent remaking of both liberal internationalism and American foreign policy. How important was Truman in the critical period between 1945 and 1950? Was he the architect of containment or merely its administrator? What parts did top advisors play? What were the chief principles and policies of containment? Drawing on presidential archives and other primary sources, this seminar illuminates Truman's understanding of foreign policy and his role in the Cold War and the strategy of containment, and considers the Truman legacy in the post-Cold War world and the war on terrorism. Elizabeth Edwards Spalding is Assistant Professor of Government and Director of the Washington Program at Claremont McKenna College, where she teaches U.S. foreign policy and American government. ashbrook center, ashbrook, spalding, elizabeth spalding, elizabeth edwards spalding, harry truman, truman, korean war, cold war, george marshall, marshall plan, dean acheson, acheson, marshall, american foreign policy, foreign policy, diplomacy, statesmanship, containment Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Elizabeth Edwards Spalding Tue, 26 Sep 2006 15:03:24 -0500 Education 01:27:53 http://www.teachingamericanhistory.org/podcasts/spalding_06-09-23_session1.mp3 The Cold War was the global conflict that dominated the twentieth century, and the strategy of containment was the U.S. response to the political, military, economic, and moral challenge posed by the Soviet Union. While surrounding himself with "wise men" such as George C. Marshall, Dean Acheson, and George F. Kennan, President Harry Truman was central to the new strategy and thus the subsequent remaking of both liberal internationalism and American foreign policy. How important was Truman in the critical period between 1945 and 1950? Was he the architect of containment or merely its administrator? What parts did top advisors play? What were the chief principles and policies of containment? Drawing on presidential archives and other primary sources, this seminar illuminates Truman's understanding of foreign policy and his role in the Cold War and the strategy of containment, and considers the Truman legacy in the post-Cold War world and the war on terrorism. Elizabeth Edwards Spalding is Assistant Professor of Government and Director of the Washington Program at Claremont McKenna College, where she teaches U.S. foreign policy and American government. ashbrook center, ashbrook, spalding, elizabeth spalding, elizabeth edwards spalding, harry truman, truman, korean war, cold war, george marshall, marshall plan, dean acheson, acheson, marshall, american foreign policy, foreign policy, diplomacy, statesmanship, containment Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Donald Brand Tue, 19 Sep 2006 15:03:24 -0500 Education 01:37:20 http://www.teachingamericanhistory.org/podcasts/brand_03-10-18_session2.mp3 This seminar examines the relationship of the New Deal to the American political tradition. It focuses particular attention on Franklin Roosevelt's reformulation of the ends of American government through his call for a second Bill of Rights. What is the relationship between the first Bill of Rights and the second Bill of Rights? Is the second Bill of Rights consistent with notions of limited government and constitutional rule? These questions are explored through an analysis of the New Deal and its legacy for the American regime. Donald R. Brand is an Associate Professor of Political Science and Chairman of the department at College of the Holy Cross. donald brand, brand, roosevelt, fdr, franklin roosevelt, bill of rights, second bill of rights, 2nd bill of rights Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James Muller Tue, 12 Sep 2006 15:03:24 -0500 Education 01:34:19 http://www.teachingamericanhistory.org/podcasts/muller_05-10-22_session1.mp3 This seminar explores how Churchill's autobiography, "My Early Life," can illuminate our understanding of education, politics, and war, and how it might serve as a model for young people making choices about the right way to live. James Muller is Professor of Political Science at the University of Alaska, Anchorage. james muller, muller, churchill, winston churchill, my early life, biography, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Donald Brand Tue, 05 Sep 2006 15:03:24 -0500 Education 01:39:21 http://www.teachingamericanhistory.org/podcasts/brand_03-10-18_session1.mp3 This seminar examines the relationship of the New Deal to the American political tradition. It focuses particular attention on Franklin Roosevelt's reformulation of the ends of American government through his call for a second Bill of Rights. What is the relationship between the first Bill of Rights and the second Bill of Rights? Is the second Bill of Rights consistent with notions of limited government and constitutional rule? These questions are explored through an analysis of the New Deal and its legacy for the American regime. Donald R. Brand is an Associate Professor of Political Science and Chairman of the department at College of the Holy Cross. donald brand, brand, roosevelt, fdr, franklin roosevelt, bill of rights, second bill of rights, 2nd bill of rights Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Robert Ferrell Tue, 29 Aug 2006 15:03:24 -0500 Education 01:27:54 http://www.teachingamericanhistory.org/podcasts/ferrell_05-01-29_session1.mp3 The typical view of the 1920s as it appears in textbooks and other readings is a time of excess-when if there were any time of excess in American history it surely would be the present moment, 2004-05, when personal incomes have never been higher, consumption (despite ups and downs) at its most opulent. The 1920s, with President Calvin Coolidge setting the scene, was a staid time, comparatively. And it marked an entire era, 1917-33, which might be described as the 1920s figuratively speaking, when the American nation and its people moved, not always asking where they were going, into the twentieth century, which new century was to show developments, domestic and foreign, that would have been unimaginable to Americans of an earlier age. Robert Ferrell taught for many years at Indiana University in Bloomington, where he was Distinguished Professor of History. robert ferrell, ferrell, calvin coolidge, coolidge, 1920s, twenties Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Steven Forde Tue, 22 Aug 2006 15:03:24 -0500 Education 01:28:31 http://www.teachingamericanhistory.org/podcasts/forde_03-09-27_session2.mp3 Several recent biographies of Benjamin Franklin have reignited interest in this beloved but somewhat mysterious American Founder. Franklin has always been beloved for his avuncular good humor, expressed through his "Autobiography" and the innumerable bons mots of Poor Richard. Franklin is mysterious because, although he played a key role in the drama of independence and was a signer of both the Declaration of Independence and the Constitution, he wrote very little of a systematic nature on politics. Franklin was less inclined than many of his fellow Founders to make grand statements on politics (or philosophy), but was more interested in what we might call the social and cultural preconditions of free government. His "Autobiography," the sayings of Poor Richard, and other writings reveal that Franklin was most interested in education, in shaping the mores of the new nation. That is where we will look for Franklin's message to us today. Steven Forde is Professor of Political Science at the University of North Texas. steven forde, forde, benjamin franklin, franklin, poor richard, autobiography Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Stephen Knott Tue, 15 Aug 2006 15:03:24 -0500 Education 01:27:35 http://www.teachingamericanhistory.org/podcasts/knott_05-02-26_session2.mp3 How do you explain the cult of Thomas Jefferson that emerged in the 20th century? Why did New Deal advocates of a strong central government embrace Jefferson over Hamilton? 20th Century progressives were fond of advocating "Hamiltonian means to achieve Jeffersonian ends" -- what did they mean by that statement? It is said that Americans "honor Jefferson but live in Hamilton's country" -- is this true? Is it accurate to claim, as many Hamiltonians argue, that Thomas Jefferson's world is a thing of the past, and that Hamilton is the "man who made modern America"? If Jefferson's world is a lost world, then what have we lost? Stephen Knott is an associate professor and research fellow at the University of Virginia’s Miller Center of Public Affairs. knott, stephen knott, hamilton, jefferson, alexander hamilton, thomas jefferson Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Tue, 18 Jul 2006 15:03:24 -0500 Education 01:30:05 http://www.teachingamericanhistory.org/podcasts/lloyd_04-06-22_session4.mp3 The Brearley Committee was created to take care of "leftovers." How did it handle the disputes concerning the Executive branch? Who was on the Committee of Style and how did the Report differ from the Committee of Detail Report? What last hour changes did the delegates make to the Report? Why did Randoph, Mason, and Gerry decide against signing the Constitution? Were their reasons similar? Did the delegates atttempt to accommodate their objections? What is the significance of Franklin's "Rising Sun" speech on the last day of the Convention? This lecture was originally part of a summer institute for high school social studies teachers held at Ashland University, Ashland, Ohio in the summer of 2004. For more information on future summer institutes and Ashland's Master in American History and Government program, visit teachingamericanhistory.org and mahg.ashland.edu. constitution, constitutional convention, james madison, benjamin franklin, madison, ben franklin, franklin, teaching, american history, american founding, history, united states history, founding, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Steven Forde Tue, 11 Jul 2006 15:03:24 -0500 Education 01:28:31 http://www.teachingamericanhistory.org/podcasts/forde_03-09-27_session1.mp3 Several recent biographies of Benjamin Franklin have reignited interest in this beloved but somewhat mysterious American Founder. Franklin has always been beloved for his avuncular good humor, expressed through his "Autobiography" and the innumerable bons mots of Poor Richard. Franklin is mysterious because, although he played a key role in the drama of independence and was a signer of both the Declaration of Independence and the Constitution, he wrote very little of a systematic nature on politics. Franklin was less inclined than many of his fellow Founders to make grand statements on politics (or philosophy), but was more interested in what we might call the social and cultural preconditions of free government. His "Autobiography," the sayings of Poor Richard, and other writings reveal that Franklin was most interested in education, in shaping the mores of the new nation. That is where we will look for Franklin's message to us today. Steven Forde is Professor of Political Science at the University of North Texas. steven forde, forde, benjamin franklin, franklin, poor richard, autobiography Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Danielle Allen Tue, 04 Jul 2006 15:03:24 -0500 Education 01:35:21 http://www.teachingamericanhistory.org/podcasts/allen_05-04-02_session2.mp3 The focus of this seminar is citizenship, trust-building among citizens, and political friendship. "Don’t talk to strangers" is the advice long given to children by parents of all classes and races. Today it has blossomed into a fundamental precept of civic education, reflecting interracial distrust, personal and political alienation, and a profound suspicion of others. We will consider both the sources of interpersonal distrust within our polity, the consequence of such distrust for citizenship, and modes of citizenship, in particular habits of political friendship, that might lead to healthier democratic practice. Danielle Allen is the Dean of the Division of the Humanities and Professor in the Department of Classical Languages and Literatures, Department of Politics, as well as the Committee on Social Thought, at the University of Chicago. allen, danielle allen, citizenship, racism, democracy, politics, civic education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ John Koritansky Tue, 27 Jun 2006 15:03:24 -0500 Education 01:43:31 http://www.teachingamericanhistory.org/podcasts/koritansky_04-01-31_session2.mp3 This seminar focuses on the thought of Thomas Paine, in particular his distinctive understanding of human freedom which he believed was the true meaning of American independence and the new American regime. His pamphlet "Common Sense" is examined. In it Paine guides American colonials to take the decisive step from their complaints about Parliament's taxes to a view of England and monarchy as an evil from which Americans ought to separate themselves. Then, some of Paine's later writings are examined in an attempt to understand his complete thought concerning the nature of political society and the best regime. A key issue in this connection will be Paine's views regarding religion. What was the relationship between Paine's critique of Christianity on the one hand and his endorsement of religious freedom on the other? John C. Koritansky is Professor of Political Science at Hiram College. koritansky, john koritansky, thomas paine, paine, common sense, american independence, colonial america, american history, revolution, american revolution Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Stephen Knott Tue, 20 Jun 2006 15:03:24 -0500 Education 01:25:54 http://www.teachingamericanhistory.org/podcasts/knott_05-02-26_session1.mp3 How do you explain the cult of Thomas Jefferson that emerged in the 20th century? Why did New Deal advocates of a strong central government embrace Jefferson over Hamilton? 20th Century progressives were fond of advocating "Hamiltonian means to achieve Jeffersonian ends" -- what did they mean by that statement? It is said that Americans "honor Jefferson but live in Hamilton's country" -- is this true? Is it accurate to claim, as many Hamiltonians argue, that Thomas Jefferson's world is a thing of the past, and that Hamilton is the "man who made modern America"? If Jefferson's world is a lost world, then what have we lost? Stephen Knott is an associate professor and research fellow at the University of Virginia’s Miller Center of Public Affairs. knott, stephen knott, hamilton, jefferson, alexander hamilton, thomas jefferson Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Larry Schweikart Tue, 13 Jun 2006 15:03:24 -0500 Education 01:46:42 http://www.teachingamericanhistory.org/podcasts/schweikart_05-09-24_session2.mp3 More than any other nation in history, Americans, from colonial times to the present, have insisted on strong property guarantees. Some have maintained that these rights were "accidental" or "evolutionary," while others maintain that the earliest colonists knew the importance of private property. What principles regarding property do you see in the Mayflower Compact, the First Charter of Massachusetts, the Land Ordinance of 1785, and the Northwest Ordinance of 1787? How did property (or "economic") rights and civil (or "political") rights become intertwined? What steps did the young American Republic take to ensure that the two remained tightly connected? What threat did slavery, in particular, constitute to these rights? Larry Schweikart is a professor of political science at the University of Dayton. schweikart, larry schweikart, patriot, patriots history, united states history, american history Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Danielle Allen Tue, 06 Jun 2006 15:03:24 -0500 Education 01:38:47 http://www.teachingamericanhistory.org/podcasts/allen_05-04-02_session1.mp3 The focus of this seminar is citizenship, trust-building among citizens, and political friendship. "Don’t talk to strangers" is the advice long given to children by parents of all classes and races. Today it has blossomed into a fundamental precept of civic education, reflecting interracial distrust, personal and political alienation, and a profound suspicion of others. We will consider both the sources of interpersonal distrust within our polity, the consequence of such distrust for citizenship, and modes of citizenship, in particular habits of political friendship, that might lead to healthier democratic practice. Danielle Allen is the Dean of the Division of the Humanities and Professor in the Department of Classical Languages and Literatures, Department of Politics, as well as the Committee on Social Thought, at the University of Chicago. allen, danielle allen, citizenship, racism, democracy, politics, civic education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Hadley Arkes Tue, 23 May 2006 15:03:24 -0500 Education 01:28:55 http://www.teachingamericanhistory.org/podcasts/arkes_04-09-18_session2.mp3 The advent of the new Constitution was marked, almost immediately, by a debate on the meaning and necessity of a Bill of Rights. The original case against the Bill of Rights was offered not by people who were reserved in any way about rights or principles of right and wrong, but rather by those men who were concerned that the logic of the Bill of Rights would misinstruct the American people about the ground of their rights. This seminar will return to this original debate, and to state anew, the issues that were raised by the skeptics among the Founders. Hadley Arkes is the Edward Ney Professor of American Institutions at Amherst College. arkes, hadley arkes, bill of rights, constitution, case against the bill of rights, amherst Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Tue, 16 May 2006 15:03:24 -0500 Education 01:33:47 http://www.teachingamericanhistory.org/podcasts/lloyd_04-06-22_session3.mp3 Who was elected to the Committee of Detail and what has been their position so far with respect to the republican and federal issues? How does the Committee on Detail Report differ from the original and amended Virginia Plans? During their deliberations of the Report did the delegates let "experience be their guide"? What powers and what rights of Congress did the delegates suggest be enumerated? What was the status of the Executive and the Judiciary branches by the end of the discussions of the Report? Who was elected to the Slave Trade Committee and what had they said about slavery up to that point? How did the slavery provisions undergo changes during the deliberations? This lecture was originally part of a summer institute for high school social studies teachers held at Ashland University, Ashland, Ohio in the summer of 2004. For more information on future summer institutes and Ashland's Master in American History and Government program, visit teachingamericanhistory.org and mahg.ashland.edu. constitution, constitutional convention, james madison, alexander hamilton, madison, hamilton, elbridge gerry, gordon lloyd, lloyd, connecticut compromise, articles of confederation, teaching, american history, american founding, history, united states history, founding, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ John Koritansky Tue, 09 May 2006 15:03:24 -0500 Education 01:43:13 http://www.teachingamericanhistory.org/podcasts/koritansky_04-01-31_session1.mp3 This seminar focuses on the thought of Thomas Paine, in particular his distinctive understanding of human freedom which he believed was the true meaning of American independence and the new American regime. His pamphlet "Common Sense" is examined. In it Paine guides American colonials to take the decisive step from their complaints about Parliament's taxes to a view of England and monarchy as an evil from which Americans ought to separate themselves. Then, some of Paine's later writings are examined in an attempt to understand his complete thought concerning the nature of political society and the best regime. A key issue in this connection will be Paine's views regarding religion. What was the relationship between Paine's critique of Christianity on the one hand and his endorsement of religious freedom on the other? John C. Koritansky is Professor of Political Science at Hiram College. koritansky, john koritansky, thomas paine, paine, common sense, american independence, colonial america, american history, revolution, american revolution Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Larry Schweikart Tue, 02 May 2006 15:03:24 -0500 Education 01:18:45 http://www.teachingamericanhistory.org/podcasts/schweikart_05-09-24_session1.mp3 More than any other nation in history, Americans, from colonial times to the present, have insisted on strong property guarantees. Some have maintained that these rights were "accidental" or "evolutionary," while others maintain that the earliest colonists knew the importance of private property. What principles regarding property do you see in the Mayflower Compact, the First Charter of Massachusetts, the Land Ordinance of 1785, and the Northwest Ordinance of 1787? How did property (or "economic") rights and civil (or "political") rights become intertwined? What steps did the young American Republic take to ensure that the two remained tightly connected? What threat did slavery, in particular, constitute to these rights? Larry Schweikart is a professor of political science at the University of Dayton. schweikart, larry schweikart, patriot, patriots history, united states history, american history Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Hadley Arkes Tue, 25 Apr 2006 15:03:24 -0500 Education 01:28:21 http://www.teachingamericanhistory.org/podcasts/arkes_04-09-18_session1.mp3 The advent of the new Constitution was marked, almost immediately, by a debate on the meaning and necessity of a Bill of Rights. The original case against the Bill of Rights was offered not by people who were reserved in any way about rights or principles of right and wrong, but rather by those men who were concerned that the logic of the Bill of Rights would misinstruct the American people about the ground of their rights. This seminar will return to this original debate, and to state anew, the issues that were raised by the skeptics among the Founders. Hadley Arkes is the Edward Ney Professor of American Institutions at Amherst College. arkes, hadley arkes, bill of rights, constitution, case against the bill of rights, amherst Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Victor Davis Hanson Tue, 18 Apr 2006 15:03:24 -0500 Education 01:30:52 http://www.teachingamericanhistory.org/podcasts/hanson_03-03-29_session2.mp3 Americans enjoy a dual military heritage. The idea of large, conscripted armies of the moment reflects both our democratic heritage and the country's skill at marshalling labor and capital on a grand scale ex nihilo. Yet we also maintain a parallel tradition of near constant overseas intervention by small specialized corps of professionals, from 19th century Marines to present-day special operations troops. How these two military traditions are both antithetical to and complementary of the American character will be explored as we deliberate if, why, and how we should proceed to attack Iraq. Victor Davis Hanson is a military historian who is a Professor of Classics at California State University, Fresno. hanson, davis hanson, victor hanson, victor davis hanson, war, american way of war, american war, warfare Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Tue, 11 Apr 2006 15:03:24 -0500 Education 01:29:06 http://www.teachingamericanhistory.org/podcasts/lloyd_04-06-22_session2.mp3 What accounts for the persistence of the New Jersey Plan supporters despite their defeat earlier? What are the arguments against the "legality" and "practicality" of the Amended Virginia Plan? When and how did the Connecticute Compromise emerge as a viable alternative? How did the "partly national, partly federal" concept enter the discussion? Why did Madison argue that the issue facing the delegates was not small states vs. large states but the slavery question? Who changed their minds and why during this month-long discussion over representation? Who favored and who opposed the Connecticut Compromise? This lecture is the second in a four-part series. It was originally part of a summer institute for high school social studies teachers held at Ashland University, Ashland, Ohio in the summer of 2004. For more information on future summer institutes and Ashland's Master in American History and Government program, visit teachingamericanhistory.org and mahg.ashland.edu. constitution, constitutional convention, james madison, alexander hamilton, madison, hamilton, elbridge gerry, gordon lloyd, lloyd, connecticut compromise, articles of confederation, teaching, american history, american founding, history, united states history, founding, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Matthew Spalding and David Forte Tue, 04 Apr 2006 15:03:24 -0500 Education 01:40:12 http://www.teachingamericanhistory.org/podcasts/spalding_06-03-25_session2.mp3 In one form or another, Originalism was the dominant mode of interpretation of the Court until the Warren Court or perhaps even earlier, during the late 1930s. Even so, there were arguably major deviations from Originalism in earlier cases. Both the deviations from Originalism and its later eclipse derived from the rise of political and moral philosophies during the 19th and 20th centuries, such as Progressivism, which many Justices embraced. Beginning in the 1980s, however, Originalism has returned as the method most judges and justices at least claim to espouse. This has led to a new dilemma: what to do when stare decisis conflicts with the original meaning of the Constitution. Matthew Spalding runs The Heritage Foundation's B. Kenneth Simon Center for American Studies. David Forte is Professor of Law at Cleveland-Marshall College of Law. spalding, matthew spalding, matt spalding, david forte, forte, heritage, heritage foundation, the heritage foundation, constitution, originalism, supreme court Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Matthew Spalding and David Forte Tue, 28 Mar 2006 15:03:24 -0500 Education 01:34:20 http://www.teachingamericanhistory.org/podcasts/spalding_06-03-25_session1.mp3 "Originalism" is the name given to method of interpretation, practiced by courts for centuries, by which the words of a statute should be applied according to the meaning understood at the time of the enactment of the statute. Because America regards its constitution as "law" and not just a political structure, Originalism likewise becomes a command to the judiciary to interpret the Constitution according to its enacted meaning. That was the understanding of Chief Justice Marshall who asserted that it was his moral duty to interpret the Constitution in that manner. The practice of Originalism is not mechanical, but depends on the sophisticated use of methods of interpretation honed over the centuries by common-law courts. Thus, good-faith attempts at an originalist interpretation of a constitutional clause can result in different conclusions. Matthew Spalding runs The Heritage Foundation's B. Kenneth Simon Center for American Studies. David Forte is Professor of Law at Cleveland-Marshall College of Law. spalding, matthew spalding, matt spalding, david forte, forte, heritage, heritage foundation, the heritage foundation, constitution, originalism, supreme court Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Victor Davis Hanson Tue, 21 Mar 2006 15:03:24 -0500 Education 01:35:37 http://www.teachingamericanhistory.org/podcasts/hanson_03-03-29_session1.mp3 Americans enjoy a dual military heritage. The idea of large, conscripted armies of the moment reflects both our democratic heritage and the country's skill at marshalling labor and capital on a grand scale ex nihilo. Yet we also maintain a parallel tradition of near constant overseas intervention by small specialized corps of professionals, from 19th century Marines to present-day special operations troops. How these two military traditions are both antithetical to and complementary of the American character will be explored as we deliberate if, why, and how we should proceed to attack Iraq. Victor Davis Hanson is a military historian who is a Professor of Classics at California State University, Fresno. hanson, davis hanson, victor hanson, victor davis hanson, war, american way of war, american war, warfare Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ David Hackett Fischer Tue, 14 Mar 2006 15:03:24 -0500 Education 01:42:06 http://www.teachingamericanhistory.org/podcasts/fischer_04-10-30_session2.mp3 From the Revolution to the War on Terror, Americans have defined our society with the words liberty and freedom. We have held up these ideals as core values in the midst of cultural uncertainty and political strife. But where did these words come from, and how have their meanings changed as America evolved from scattered English colonies to the dizzyingly diverse, multicolored mosaic of the 21st century? David Hackett Fischer is University Professor at Brandeis University. He is renowned as one of America’s most gifted and creative historians and author of such acclaimed volumes as "Albion’s Seed," "The Great Wave," "Paul Revere’s Ride," and "Washington's Crossing." fischer, david hackett fischer, teaching, american history, liberty, freedom Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Ralph Rossum Tue, 07 Mar 2006 15:03:24 -0500 Education 01:23:55 http://www.teachingamericanhistory.org/podcasts/rossum_06-02-25_session2.mp3 This seminar focuses on the Senate confirmation hearings of John Roberts and Samuel Alito and the questions they were asked concerning their general jurisprudential approach to the meaning of the Constitution and its various provisions and amendments. Through the use of various opinions and brief essays, the seminar will focus on the following seven approaches to constitutional interpretation (and the justice with whom each approach is most clearly associated): Textualism (Scalia), Reliance on Precedent (Marshall and Kennedy) Constitutional Doctrine (O'Connor), Belief in a Living Constitution (Souter), Reliance on Human Dignity (Brennan), Reliance on Foreign Courts and Law (Stevens and Kennedy), and Original Intent/Original Understanding (Thomas). This is the second in a two-part series. supreme court, law, constitution, constitutional interpretation, scalia, breyer, thomas, o'connor, kennedy, stevens, ginsburg, souter, antonin scalia, stephen breyer, clarence thomas, anthony kennedy, sandra day o'connor, john paul stevens, ruth bader ginsburg, david souter, john roberts, samuel alito, rossum, ralph rossum Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Ralph Rossum Tue, 28 Feb 2006 15:03:24 -0500 Education 01:51:18 http://www.teachingamericanhistory.org/podcasts/rossum_06-02-25_session1.mp3 This seminar focuses on the Senate confirmation hearings of John Roberts and Samuel Alito and the questions they were asked concerning their general jurisprudential approach to the meaning of the Constitution and its various provisions and amendments. Through the use of various opinions and brief essays, the seminar will focus on the following seven approaches to constitutional interpretation (and the justice with whom each approach is most clearly associated): Textualism (Scalia), Reliance on Precedent (Marshall and Kennedy) Constitutional Doctrine (O'Connor), Belief in a Living Constitution (Souter), Reliance on Human Dignity (Brennan), Reliance on Foreign Courts and Law (Stevens and Kennedy), and Original Intent/Original Understanding (Thomas). This is the first in a two-part series. supreme court, law, constitution, constitutional interpretation, scalia, breyer, thomas, o'connor, kennedy, stevens, ginsburg, souter, antonin scalia, stephen breyer, clarence thomas, anthony kennedy, sandra day o'connor, john paul stevens, ruth bader ginsburg, david souter, john roberts, samuel alito, rossum, ralph rossum Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James McPherson Tue, 21 Feb 2006 15:03:24 -0500 Education 01:34:44 http://www.teachingamericanhistory.org/podcasts/mcpherson_05-02-12_session2.mp3 Few other questions in American history have generated more controversy than "What Caused the Civil War?" That conflict preserved the United States as one nation, indivisible and abolished the institution of slavery that for more than four score years had made a mockery of American claims to stand as a republic of liberty, a beacon of freedom for oppressed peoples in the Old World. But these achievements came at the great cost of more than 629,000 lives and vast destruction of property that left large parts of the South a wasteland. Could this terrible war have been avoided? Who was responsible for the events that led to war? Could the positive results of the war (Union and Freedom) have been achieved without war? How have participants in the war and historians answered these questions over the five generations since the war ended? James M. McPherson is the George Henry Davis '86 Professor of History at Princeton University and is widely acclaimed as the leading historian of the Civil War. He is the author of Battle Cry of Freedom: The Civil War Era, which won the Pulitzer Prize in history in 1989, as well as many other books on Lincoln and the Civil War era. This is the second in a two-part series. civil war, lincoln, abraham lincoln, teaching, american history, causes of the civil war, james mcpherson, mcpherson, battle cry of freedom Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Richard S. Ruderman Tue, 14 Feb 2006 15:03:24 -0500 Education 01:56:20 http://www.teachingamericanhistory.org/podcasts/ruderman_03-02-08_session2.mp3 This seminar provides a discussion of the careers of America’s two greatest abolitionists, William Lloyd Garrison and Frederick Douglass. Through an analysis of their tactics, strategy and, especially, their political rhetoric, we try to understand their divergent views of moral and political statesmanship. In particular, we examine their contrasting understandings of human nature, American constitutionalism, and their resulting different hopes for democratic politics. Richard S. Ruderman is Associate Professor of Political Science at the University of North Texas. He specializes in political philosophy and American Political Thought. His studies of William Lloyd Garrison and Frederick Douglass appear in "History of American Political Thought" and "'Phronesis': Studies in the Nature and Scope of Prudential Leadership." douglass, frederick douglass, garrison, william lloyd garrison, slavery, abolitionists, abolition, civil war, civil rights, african-american history, black history, teaching, american history, history, united states history, ruderman, richard ruderman, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Richard S. Ruderman Tue, 07 Feb 2006 15:03:24 -0500 Education 01:25:54 http://www.teachingamericanhistory.org/podcasts/ruderman_03-02-08_session1.mp3 This seminar provides a discussion of the careers of America’s two greatest abolitionists, William Lloyd Garrison and Frederick Douglass. Through an analysis of their tactics, strategy and, especially, their political rhetoric, we try to understand their divergent views of moral and political statesmanship. In particular, we examine their contrasting understandings of human nature, American constitutionalism, and their resulting different hopes for democratic politics. Richard S. Ruderman is Associate Professor of Political Science at the University of North Texas. He specializes in political philosophy and American Political Thought. His studies of William Lloyd Garrison and Frederick Douglass appear in "History of American Political Thought" and "'Phronesis': Studies in the Nature and Scope of Prudential Leadership." douglass, frederick douglass, garrison, william lloyd garrison, slavery, abolitionists, abolition, civil war, civil rights, african-american history, black history, teaching, american history, history, united states history, ruderman, richard ruderman, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ Gordon Lloyd Tue, 31 Jan 2006 15:03:24 -0500 Education 01:30:53 http://www.teachingamericanhistory.org/podcasts/lloyd_04-06-22_session1.mp3 Of what significance were the rules adopted by the Constitutional Convention? In what respects did the "Virginia Plan" represent a new constitution rather than a mere revision of the Articles of Confederation? What were delegates' initial reactions and questions concerning the Virginia Plan? What parts of the Plan were rejected or amended? What did the delegates mean when they spoke of a national government as opposed to a federal government? What different principles animate the New Jersey and Virginia Plans and the Hamilton Proposal? Gordon Lloyd is Professor of Public Policy at Pepperdine University. Among his publications related to the American Founding are the books "The Essential Antifederalist" and "The Essential Bill of Rights." This lecture is the first in a four-part series. It was originally part of a summer institute for high school social studies teachers held at Ashland University, Ashland, Ohio in the summer of 2004. For more information on future summer institutes and Ashland's Master in American History and Government program, visit teachingamericanhistory.org and mahg.ashland.edu. constitution, constitutional convention, james madison, alexander hamilton, madison, hamilton, gordon lloyd, lloyd, virginia plan, articles of confederation, teaching, american history, american founding, history, united states history, founding, ashbrook center, education Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ James McPherson Tue, 24 Jan 2006 15:03:24 -0500 Education 01:47:41 http://www.teachingamericanhistory.org/podcasts/mcpherson_05-02-12_session1.mp3 Few other questions in American history have generated more controversy than "What Caused the Civil War?" That conflict preserved the United States as one nation, indivisible and abolished the institution of slavery that for more than four score years had made a mockery of American claims to stand as a republic of liberty, a beacon of freedom for oppressed peoples in the Old World. But these achievements came at the great cost of more than 629,000 lives and vast destruction of property that left large parts of the South a wasteland. Could this terrible war have been avoided? Who was responsible for the events that led to war? Could the positive results of the war (Union and Freedom) have been achieved without war? How have participants in the war and historians answered these questions over the five generations since the war ended? James M. McPherson is the George Henry Davis '86 Professor of History at Princeton University and is widely acclaimed as the leading historian of the Civil War. He is the author of Battle Cry of Freedom: The Civil War Era, which won the Pulitzer Prize in history in 1989, as well as many other books on Lincoln and the Civil War era. This is the first in a two-part series. civil war, lincoln, abraham lincoln, teaching, american history, causes of the civil war, james mcpherson, mcpherson, battle cry of freedom Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/ http://www.teachingamericanhistory.org/podcasts/ David Hackett Fischer Tue, 24 Jan 2006 15:03:24 -0500 Education 01:31:09 http://www.teachingamericanhistory.org/podcasts/fischer_04-10-30_session1.mp3 From the Revolution to the War on Terror, Americans have defined our society with the words liberty and freedom. We have held up these ideals as core values in the midst of cultural uncertainty and political strife. But where did these words come from, and how have their meanings changed as America evolved from scattered English colonies to the dizzyingly diverse, multicolored mosaic of the 21st century? David Hackett Fischer is University Professor at Brandeis University. He is renowned as one of America’s most gifted and creative historians and author of such acclaimed volumes as "Albion’s Seed," "The Great Wave," "Paul Revere’s Ride," and "Washington's Crossing." fischer, david hackett fischer, teaching, american history, liberty, freedom Copyright 2006, Ashbrook Center for Public Affairs http://www.teachingamericanhistory.org/podcasts/tah_logo.jpg http://www.teachingamericanhistory.org/podcasts/