A Day On, Not a Day Off

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Logo, Martin Luther King Jr. Day of Service
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Happy Martin Luther King Jr. Day! Since 1994 and the signing into law of the King Holiday and Service Act, the holiday is a "day on, not a day off," a national day of service. According to the King Center, King's widow, Coretta Scott King, described the holiday this way:

Every King Holiday has been a national "teach-in" on the values of nonviolence, including unconditional love, tolerance, forgiveness and reconciliation, which are so desperately needed to unify America. It is a day of intensive education and training in Martin's philosophy and methods of nonviolent social change and conflict-reconciliation. The Holiday provides a unique opportunity to teach young people to fight evil, not people, to get in the habit of asking themselves, "what is the most loving way I can resolve this conflict?"

Maybe you've given your students background on the holiday and prepared them to get involved in the local community today. But Martin Luther King Jr. Day shouldn't be the only day your students are ready to serve—and King isn't the only topic that can connect service and history education.

More Than One Day of Service

President Barack Obama's United We Serve initiative calls on citizens to come together to improve their communities. The government Martin Luther King Jr. Day of Service website reflects that call, and provides resources you can draw on throughout the year.

Helping to preserve history can be service, too!

Use this site to familiarize yourself (and your students, depending on their grade level and readiness to organize projects) with service opportunities in your area. Search by city, state, or zip code; register your own project; or read up on planning a project with the site's detailed Action Guides.

Now consider your curriculum and your local community. Don't limit yourself to Martin Luther King Jr. and the Civil Rights Movement, or to the third Monday of January. Think about the Great Depression, the New Deal, the Progressive Era, the women's rights movement, the victory gardens and scrap drives of the World War II homefront, the Berlin Airlift. What sorts of projects might you guide students in initiating (or at least considering) for any of these topics or time periods that would also help them learn—and feel connected to—historical content?

Serving to Preserve

Helping to preserve history can be service, too! Listen to teacher James Percoco speak on teaching with memorials and monuments and think about your local history. Are there places that need young volunteers? Locations that students could research and then prepare their own interpretive materials?

Use Martin Luther King Jr. Day as a reminder not just to memorialize history, but to empower students to connect with, interpret, and preserve it in the service of the present!

Resources on Martin Luther King, Jr.

Sounds good, you say, but maybe you need resources for teaching about Martin Luther King Jr. and the Civil Rights Movement, before you head off onto wider projects. Last year, we recommended a variety of online resources in our Jan. 13 blog entry. Here are those recommendations again—and a few new ones! Remember to search our Website Reviews and try our Lesson Plan Gateway for even more links to great materials.

John F. Kennedy Presidential Library and Museum

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Photo, President and Mrs. Kennedy in motorcade, May 3, 1961
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This website is devoted to the life, work, and memory of John F. Kennedy, the 35th president of the U.S. Of primary interest to historians and teachers are the "Historical Resources and Education" and "Public Programs" sections of the website, which shed light on important events in early 1960s political history, including the Cuban missile crisis, the Vietnam War, the civil rights movement, the Peace Corps, the space program, and the 1963 Nuclear Test Ban Treaty. Users unfamiliar with the history of the Kennedy White House might begin with the "Timeline," which puts events important to the Kennedy administration in a larger political and cultural context, or "Biographies and Profiles," which presents a Kennedy family tree and profiles of early 1960s notables such as Fidel Castro, Robert McNamara, and Arthur M. Schlesinger, Jr. "White House Diary" further familiarizes users with Kennedy's day-to-day activities as President.

The website also includes hundreds of historical sources including speeches, photographs, telegrams, correspondence, eulogies for Bobby Kennedy, JFK, and Jacqueline Kennedy Onassis (all accessible through an Advanced Search feature), and transcripts of more than 170 oral interviews with notables such as John Kenneth Galbraith (Harvard University economic professor and Ambassador to India), Supreme Court Justice Felix Frankfurter, singer Harry Belafonte, and President Gerald Ford. In some cases, the original audio files of speeches are also included. Several lesson plans designed for elementary, middle, and high school students use materials from this archive to address topics such as Kennedy's inaugural address, the Cuban missile crisis, and the civil rights movement.

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Jimmy Carter

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Photo, Jimmy Carter National Historical Site, 1966
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This well-designed website, companion to the PBS documentary, offers a wide variety of secondary material on the Carter presidency. "People and Places" offers short profiles of Carter, his wife Rosalynn, his brother Billy, Carter's White House staff (collectively known as "The Georgia Mafia"), Speaker of the House Thomas P. "Tip" O_Neill, and Vice-President Walter Mondale.

It also offers short essays on key events of Carter's presidency, including the election of 1976, the Egyptian-Israeli peace talks at Camp David, the Iranian hostage crisis, Carter's July 1979 "Crisis of Confidence" speech, and the election of 1980. Many of the essays link to special features, such as the extensive media coverage of the Iranian hostage crisis and the text of the "Crisis of Confidence" speech. "Teacher's Guide" offers nine suggestions for classroom learning activities in four categories: economics, civics, history, and geography. The site also includes a detailed chronology of Carter's life and a small photo gallery with 16 images. This site provides a useful overview of Carter's life and the political and diplomatic history of his presidency.

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James Madison's Failed Amendments

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Medallion of James Madison
Question

James Madison proposed 12 amendments to the Constitution, but only 10 were approved. What were the two that were not?

Answer

When the Constitutional Convention sent the proposed Constitution to the states for ratification, Anti-Federalists voiced strong objections to it, especially criticizing the strength it invested in the national government and its lack of explicit protections for the rights of individuals. Politicians in several states were able to secure their states' ratification of the Constitution only with the promise that it would be almost immediately amended.

In 1789, James Madison, then an elected member from Virginia of the First Congress's House of Representatives, proposed 19 amendments meant to answer the objections already raised in the states. The Senate consolidated and trimmed these down to 12, which were approved by Congress and sent out to the states by President Washington in October, 1789.

The states ratified the last 10 of the 12 amendments. They became the first 10 amendments to the Constitution, and are now referred to as the Bill of Rights. Not enough states (10 were needed at the time) ratified the first two of Madison's original 12, however, and they did not become law.

The first of these would have established how members of the House of Representatives would be apportioned to the states. It was drafted to ensure that members of the House would continue to represent small constituencies even as the general population grew, small enough that Representatives would not be too far removed from the concerns of citizens. In addition, keeping the House of Representatives from being too small was thought to protect against its becoming a kind of oligarchy. Congress did send this amendment to the states, but the number of states that ratified it was just short of the number needed. Although the proposed amendment did not become law, Congressional apportionment is nevertheless grounded in the Constitution (Article 1, Section 2, Paragraph 3) and the total number of members of the House of Representatives is set by federal statute (currently at 435).

The second of Madison's 12 amendments forbade Congress from giving itself a pay raise: Congress could vote for a raise but it would only apply from the beginning of the next Congress. This amendment also failed to gather the required number of state ratifications in the years after it was introduced. In 1982, however, Gregory Watson, a university student doing research for a government class, ran across a description of this amendment and realized that it remained "alive" because it had included no language in it about a window of time in which it had to gain the needed number of state ratifications. Watson organized a successful effort to lobby various state legislatures, seeking their ratification of the amendment. As a result, the needed number was eventually reached and this amendment, first proposed in 1789, became the 27th (and most recent) amendment to the U.S. Constitution in 1992.

Bibliography

Richard E. Labunski, James Madison and the Struggle for the Bill of Rights (New York: Oxford University Press, 2006).

Jackson Turner Main, The Anti-federalists: critics of the Constitution, 1781-1788 (Chapel Hill: UNC Press, 2004)

David J. Siemers, The Antifederalists: men of great faith and forbearance (Lanham, Md.: Rowman & Littlefield, 2003).

John R. Vile, A Companion to the United States Constitution and Its Amendments, 4th edition (Westport, Ct.: Greenwood Publishing Group, 2006).

John W. Dean, "The Telling Tale of the Twenty-Seventh Amendment: A Sleeping Amendment Concerning Congressional Compensation Is Later Revived," September 27, 2002 (at FindLaw).

Images:
Portrait etching of James Madison and detail of broadside, printed by Bennett Wheeler, Providence, R.I., 1789.

James Madison medallion, frontispiece of William Cabell Rives, History of the Life and Times of James Madison (Boston: Little, Brown and Company, 1859).

Nixtontapes.org

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Photo, Nixon standing with Lyndon Johnson, 1971, NARA
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In February 1971 to July 1973, President Richard Nixon secretly began recording phone conversations and meetings, compiling thousands of hours of tape. Created in 2007 by a Texas A&M University history professor, this website intends to provide "the most complete digitized Nixon tape collection in existence."

At present, only a fraction of the recordings are available. Visitors may listen to MP3 versions of over 500 conversations organized by primary conversation participant; 29 conversations organized by topic themes; and more than 2,000 hours of conversations organized by the date of their release to the general public.

Though the site promises that all recordings will eventually be accompanied by full transcripts, accompanying material is spotty. Some recordings are accompanied by corresponding entries from the presidential daily diary, some by general outlines of the recording's topics, and a handful by full transcripts. The recordings vary in quality, from fully audible to inaudibly faint or noise-obscured.

The website is not searchable (the search engine on the home page searches the web at large). As it stands, it may be useful to educators as a casual introduction to the recordings for students, but locating specific content (to accompany lesson plans or complement events being taught in class) would require significant time.

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Nixon Tapes

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Photo, "White House wedding. Pres. Nixon," Warren K. Leffler, June 12, 1971
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This collection offers 32 transcripts and a dozen audio excerpts, all recently declassified, of conversations between former U.S. President Richard Nixon and the former president of Mexico, Luis Echeverria Alvarez. The audio files come close to 170 hours of conversation between the two leaders. Both men were involved in secret operations at the time of the conversations (Nixon was involved in the Cambodia bombings, while Echeverria was fighting a "Dirty War" against political opponents in Mexico), although only Nixon knew the conversations were being recorded. The two presidents often mused about geopolitics and only occasionally discussed the most-frequently debated issues between the two nations (such as drugs or trade). Although the tapes are available in other archives, the focus of the site makes it useful in exploring the relationship between Nixon and Echeverria.

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Photographing History: Fred J. Maroon and the Nixon Years

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Photo, President Nixon in the White House
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This is a companion site to a 1999 National Museum of American History exhibit of Fred J. Maroon's photographs taken during the last four years of Richard M. Nixon's presidency. Maroon, a freelance photographer known for his images of Washington's monuments and landscapes, recorded Nixon's presidency from 1970, through the 1972 reelection campaign and the Watergate controversy, to the impeachment hearings and Nixon's resignation in 1974. The site is divided into four chronologically-arranged sections. The "White House" contains photographs taken in 1970 and 1971 while Maroon worked on a behind-the-scenes book about the White House Staff; "Reelection" records images of Nixon's 1972 reelection campaign; "Hearings" offers photographs of the White House staff during the Watergate crisis and impeachment hearings; and "Final Days" captures the events leading up to Nixon's resignation in 1974. The site offers more than 25 images selected from the museum exhibit as well as a timeline of the Nixon presidency from 1968 to 1974 and a 200-word biography of Maroon. For those interested in Watergate and the Nixon administration, this is a good site.

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Reagan's "Rising Tide"

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abundant money
Question

What was Ronald Reagan's "supply side" economic policy?

Answer

Reagan campaigned on the promise to cut taxes and reduce the size of government. He believed that growing business would have a beneficial effect on the entire economy, or, as he put it, "A rising tide lifts all boats."

When he became President in 1981, the main economic problem he faced was a high rate of inflation, or, as he described it, "too many dollars chasing too few goods." The "supply side" policy he adopted was to stimulate the non-government portion of the economy, which was the goods-producing portion, while not trying to solve the problem simply by reducing the money supply, the traditional way for the government to combat inflation. Reagan meant to allow business to expand and lower consumer prices and consequently lower unemployment and increase the growth of wealth in the private sector. The theoretical means to reach that goal were:

1. Reduce the growth of government entitlement programs.
2. Reduce government discretionary spending, which meant shrinking government agencies.
3. Reduce the public debt by cutting deficit spending and tightening the money supply, which was meant to strengthen the dollar and reduce inflation. Having the Federal Reserve tighten the money supply was not, strictly speaking, a "supply-side" technique, however.
4. Reduce the cost of doing business by lowering capital gains taxes, thereby increasing manufacturing output (the "supply" in "supply side").
5. Increase the amount of money in the hands of consumers by lowering income taxes.
6. Reduce the cost of doing business by reducing regulation, which was also intended to promote business competition, ultimately lowering consumer costs.
7. Reduce or eliminate government guarantees, subsidies, and price supports, which was meant to allow the free market to determine the cost of doing business and businesses to thrive or fail without interference.

In practice, however, not all of this occurred. Some of this was impossible to achieve for political reasons and some of it did not produce the anticipated effects.

The rate of inflation was cut in half. But economists disagree about how much to attribute that to Reagan's policies and how much to attribute it to other causes, such as the lessening of oil prices.

Also, total government revenues did increase, despite the fact that the top marginal rate of tax in the U.S. fell from 70% to 28%, beginning with the Kemp-Roth Tax Cut of 1981. Some "supply-siders," proposing what their opponents called "Voodoo economics," hoped that cutting taxes drastically would, in and of itself, increase the government's revenues by more than the amount it would lose from the rate reduction. Economists generally agree that that did not happen and attribute some or most of the rise in government revenue after the era's tax cuts to other causes.

Critics also point out that the government's budget deficit rose dramatically during Reagan's term in office. The government's overall discretionary spending was cut, but defense spending grew, as did non-discretionary spending, such as for Social Security. Reagan's budget director, David Stockman, a "supply-sider" in general, believed that just cutting tax rates would not help balance the government's books, and that it was at least as important to cut government expenditures, such as agricultural subsidies, Social Security payments, and even the defense budget. He was disappointed that these cuts were politically impossible to make.

For more information

David Stockman. The Triumph of Politics: How the Reagan Revolution Failed. New York: Harper and Row, 1986.

William Greider. "The Education of David Stockman," The Atlantic (December 1981).

Paul Krugman. Peddling Prosperity: Economic Sense and Nonsense in the Age of Diminished Experience. New York: W. W. Norton, 1995.

Lawrence Lindsey. The Growth Experiment: How the New Tax Policy is Transforming the U.S. Economy. New York: Basic Books, 1990.

Presidents in the Library

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Photo, US Flag, Kennedy Library, Boston, Feb. 16, 2009, Tony the Misfit, Flickr
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Happy (almost) Presidents Day! Have your ever thought about all of the papers a presidency must create? Emails, memoranda, schedules, notes, speeches, letters, drafts, on and on and on, an entire term (or terms) set down in a sea of potential primary sources. But how can educators access this wealth of materials?

In many cases, all you have to do is go online. Before the 20th century, presidents had ownership of their papers, and many were lost to time or split up in private collections. However, in 1939, President Franklin D. Roosevelt decided that his papers should become the property of the American people following his presidency. He donated both his papers and part of his Hyde Park estate to the government, and the first presidential library was born.

In 1955, the Presidential Libraries Act set rules for gifting the government with property and other resources to be used to establish the libraries, and in 1978, the Presidential Records Act made it official—presidential papers were government property.

Today, 13 presidential libraries house the papers of the last 13 presidents. The National Archives and Records Administration, which oversees the libraries, describes them as combination archive-museums, “bringing together in one place the documents and artifacts of a President and his administration and presenting them to the public for study and discussion without regard for political considerations or affiliation.”

Presidential Libraries Online

Each of the libraries maintains its own website. Though the resources available on each vary greatly, almost all provide biographical information on the president and first lady, student and educator sections, and a selection of digitized photographs and documents. Some have extensive searchable databases full of documents, photos, and other primary sources! Here's a list of the libraries:

  • Herbert Hoover Presidential Library, West Branch, IA — features 13 simple online exhibits and Hoover Online! Digital Archives, a collection of suggested units and lesson plans for secondary students with primary sources.
  • Franklin D. Roosevelt Library, Hyde Park, NY — the first presidential library, completed in 1940. Offers five curriculum guides, an online exhibit on the art of the New Deal, and the Pare Lorentz Center, which encourages using multimedia to teach about FDR.
  • Harry S. Truman Presidential Library, Independence, MO — offers a searchable lesson plan database and digitized photographs, audio clips, and political cartoons, as well as documents divided up by topic (topics include such teachable subjects as the decision to drop the atom bomb and Japanese Americans during World War II).
  • Dwight D. Eisenhower Presidential Library, Abilene, KS — features a selection of online documents, grouped by topics (topics include Brown vs. Board of Education, Hawaiian statehood, McCarthyism, and others), and transcripts of oral history interviews.
  • John F. Kennedy Presidential Library, Boston, MA — provides six online exhibits (including exhibits on the space program, the Cuban Missile Crisis, and desegregating the University of Mississippi), a photo gallery, major speeches, and a searchable digital archive. It also houses the Ernest Hemingway Collection.
  • Lyndon B. Johnson Presidential Library, Austin, TX — features a photo archive, the presidential daily diary, selected speeches, and the subsite LBJ for Kids!
  • Richard Nixon Presidential Library, Yorba Linda, CA — includes digitized documents, samples of the Nixon tapes, a photo gallery, video oral histories, four lesson plans, and online exhibits on Watergate, gifts to the head of state, and Nixon's meeting with Elvis.
  • Gerald R. Ford Presidential Library, Ann Arbor, MI — features 10 simple online exhibits, as well as digitized documents and photos.
  • Jimmy Carter Presidential Library, Atlanta, GA — offers selected documents and photographs, including the diary of Robert C. Ode, hostage in the Iran Hostage Crisis.
  • Ronald Reagan Presidential Library, Simi Valley, CA — includes an image archive arranged by topic, and the public papers of Reagan, arranged by month and year.
  • George H. W. Bush Presidential Library, College Station, TX — includes 12 lesson plans, a photo archive, and searchable public papers of his presidency.
  • William J. Clinton Presidential Library, Little Rock, AR — has both virtual exhibits and a digital library in development.
  • George W. Bush Presidential Library — the newest of the public libraries, it does not yet have a permanent building. Many papers from the Bush administration are not yet available to the public (papers become public five years after the end of a presidency, which can be extended up to 12 years).

Remember that many of the presidential libraries offer museum tours and activities for school groups! If your school is close to one, consider a field trip or participating in the professional development opportunities the library may offer.

Beyond the Libraries

Looking for resources on a pre-Hoover president? Several libraries exist outside of the official presidential library system, including the Abraham Lincoln Presidential Library and Museum, Rutherford B. Hayes Presidential Center, William McKinley Presidential Library and Museum, Woodrow Wilson Presidential Library and Museum, and the Calvin Coolidge Presidential Library and Museum. Try the Library of Congress's American Memory collections, as well, for papers that belonged to Abraham Lincoln, Thomas Jefferson, and James Madison.

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