Kristen Spivey, a program manager in public history development at Colonial Williamsburg, talks about the roles and rights of women in the colonies, looking at legal rights, fashion and dress, and participation in the trades.
The Central Intelligence Agency (CIA) has digitized thousands of formerly secret documents declassified to comply with Freedom of Information Act requests.
Keyword search capabilities are provided for the complete site. In addition, there are eight collections designated as "frequently requested records" that total nearly 8,000 documents. These collections cover a number of Cold War topics: CIA involvement in the 1954 coup in Guatemala; convicted spies Ethel and Julius Rosenberg; the 1961 Bay of Pigs affair; and two well-known espionage incidents.
Additional topics include POW MIAs in Vietnam, human rights abuses in Latin America, and UFOs. A disclaimer notes that some material cannot be disclosed due to national security laws, and released pages often have material deleted or blacked out. Still, the material offered is voluminous and useful for studying Cold War foreign policy and military history.
According to Constitutional Connections, "On March 14, Liz Borgwardt examines a multilateralist moment in U.S. history, considering the seminal role the Atlantic Charter (1941) played in developing modern institutions of human rights and international justice. In exploring the "constitutionalization" of these rights, Dr. Borgwardt helped looks at how the Bretton Woods Charter (1944), the UN Charter (1945), and the Nuremberg Charter (1945) emerged from Roosevelt and Churchill's earlier proclamation much as the Constitution evolved from the Declaration of Independence."
According to Constitutional Connections, "On March 14, Liz Borgwardt examines a multilateralist moment in U.S. history, considering the seminal role the Atlantic Charter (1941) played in developing modern institutions of human rights and international justice. In exploring the "constitutionalization" of these rights, Dr. Borgwardt helped looks at how the Bretton Woods Charter (1944), the UN Charter (1945), and the Nuremberg Charter (1945) emerged from Roosevelt and Churchill's earlier proclamation much as the Constitution evolved from the Declaration of Independence."
According to Constitutional Connections, "On March 14, Liz Borgwardt examines a multilateralist moment in U.S. history, considering the seminal role the Atlantic Charter (1941) played in developing modern institutions of human rights and international justice. In exploring the "constitutionalization" of these rights, Dr. Borgwardt helped looks at how the Bretton Woods Charter (1944), the UN Charter (1945), and the Nuremberg Charter (1945) emerged from Roosevelt and Churchill's earlier proclamation much as the Constitution evolved from the Declaration of Independence."
Edward Friedman of the University of Wisconsin discusses his views on the possible democratization of China, arguing that it is unlikely to happen in the near future. He further emphasizes how important it is to educate students about the differences between life in democratic and authoritarian states. On October 21-22, 2006, FPRI's Marvin Wachman Fund for International Education hosted 50 teachers from 26 states across the country for a weekend of discussion on teaching about China. The History Institute, held in Kenosha, WI, was cosponsored by the Clausen Center for World Business, Carthage College.
Edward Friedman of the University of Wisconsin describes the oppressive political regime still existing in China, and argues that the U.S. should take great care in its relationship with China now and in the future. To help teachers teach students about life without freedom, FPRI's Marvin Wachman Fund for International Education, in cooperation with the National Constitution Center and the National Liberty Museum, assembled some of the world's leading analysts—and witnesses—of countries without freedom. The conference helped teachers define totalitarianism while examining the history of the idea of freedom.
To listen to this lecture, scroll to "Living Without Freedom in China" under "Speakers and Topics." Audio and visual options are available.
Kongdan Oh of the Institute for Defense Analyses describes the oppressive political regime in North Korea, concluding by suggesting indirect means by which the U.S. might assist refugees. To help teachers teach students about life without freedom, FPRI's Marvin Wachman Fund for International Education, in cooperation with the National Constitution Center and the National Liberty Museum, assembled some of the world's leading analysts—and witnesses—of countries without freedom. The conference helped teachers define totalitarianism while examining the history of the idea of freedom.
To listen to this lecture, scroll to "North Korea: The Nadir of Freedom" under "Speakers and Topics." Video and audio options are available.
J. Rufus Fears of the University of California discusses the definition of freedom, arguing that it is not a universal value; that freedom is divided into three sectors—national, political, and individual—which are not necessarily inclusive; and that the U.S.'s definition of freedom developed under unique circumstances. To help teachers teach students about life without freedom, FPRI's Marvin Wachman Fund for International Education, in cooperation with the National Constitution Center and the National Liberty Museum, assembled some of the world's leading analysts—and witnesses—of countries without freedom. The conference helped teachers define totalitarianism while examining the history of the idea of freedom.
To listen to this lecture, scroll to "Freedom: The History of an Idea" under "Speakers and Topics." Audio and video options are available.
Alan J. Kuperman of the University of Texas looks at global instances of genocide following the Holocaust—specifically the Hutu/Tutsi conflict in Rwanda and the conflict in Sudan, including in the Darfur region. He argues that genocide does not usually follow the relatively black-and-white model of the Holocaust and that educators must encourage students to examine and acknowledge the complexity of any conflict when engaging in activism. To appreciate and comprehend the benefits of freedom, students need to know what it's like to live without freedom—or worse, in conditions of harsh repression, even genocide. To help teachers teach students about life without freedom, FPRI's Marvin Wachman Fund for International Education, in cooperation with the National Constitution Center and the National Liberty Museum, assembled some of the world's leading analysts—and witnesses—of countries without freedom. The conference helped teachers define totalitarianism while examining the history of the idea of freedom.
To listen to this lecture, scroll to "Genocide: The Cases of Rwanda and Sudan" under "Speakers and Topics." Audio and video options are available.