Presidential Moments: Inaugural Addresses

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Teaser

The Inaugural Address, the first impression of the new president on the nation. Will he secure the economic or international prestige of the nation? Will the nation become an even better version of itself during the course of his term? The Inaugural Address sets the tone for the first 100 days, at least, of the presidency.

quiz_instructions

Each U.S. President begins his term with a speech setting the tone for his next four years in office. Which President spoke these words during an inaugural address?

Quiz Answer

1. About to undertake the arduous duties that I have been appointed to perform by the choice of a free people, I avail myself of this customary and solemn occasion to express the gratitude which their confidence inspires and to acknowledge the accountability which my situation enjoins. While the magnitude of their interests convinces me that no thanks can be adequate to the honor they have conferred, it admonishes me that the best return I can make is the zealous dedication of my humble abilities to their service and their good...

It will be my sincere and constant desire to observe toward the Indian tribes within our limits a just and liberal policy, and to give that humane and considerate attention to their rights and their wants which is consistent with the habits of our Government and the feelings of our people.

Andrew Jackson (4 March 1829)

2. I am certain that my fellow Americans expect that on my induction to the Presidency I will address them with a candor and a decision which the present situation of our Nation impels. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days...

Happiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort. The joy and moral stimulation of work no longer must be forgotten in the mad chase of evanescent profit. These dark days will be worthy all they cast us if they teach us that our true destiny is not to be ministered unto but to minister to ourselves and to our fellow men...

Our primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously.

Franklin Delano Roosevelt (4 March 1933)

3. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty...

Let [us] seek to invoke the wonders of science instead of terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.

Now the trumpet summons us again—not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are—but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope, patient in tribulation"—a struggle against the common enemies of man: tyranny, poverty, disease, and war itself.

John F. Kennedy (20 February 1961)

4. With high hope for the future, no prediction in regard to it is ventured...

Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same God, and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes.

Abraham Lincoln (4 March 1865)

5. Justice was the promise that all who made the journey would share in the fruits of the land.

In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children just must not go hungry. In a land of healing miracles, neighbors must not suffer and die unattended. In a great land of learning and scholars, young people must be taught to read and write.

For the more than 30 years that I have served this Nation, I have believed that this injustice to our people, this waste of our resources, was our real enemy. For 30 years or more, with the resources I have had, I have vigilantly fought against it. I have learned, and I know, that it will not surrender easily.

But change has given us new weapons. Before this generation of Americans is finished, this enemy will not only retreat-it will be conquered.

Justice requires us to remember that when any citizen denies his fellow, saying, "His color is not mine," or "His beliefs are strange and different," in that moment he betrays America, though his forebears created this Nation.

Lyndon B. Johnson (20 January 1965)

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Textbook Twisters: Cuban Missile Crisis

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Teaser

Children grow up and wonder about our relationship with Cuba. Cuba, some would call a paradise, in close proximity to the United States, had tense moments with our nation. The Cuban Missile Crisis was one of the greatest examples of conflict between the two nations.

quiz_instructions

Different countries interpreted the Cuban Missile Crisis in different ways. Select the country of origin for the following textbook accounts.

Quiz Answer

1. The defeat of the mercenary Brigade at Bay of Pigs made the U.S. think that the only way of crushing the Cuban Revolution was through a direct military intervention. The U.S. immediately embarked on its preparation. . .

As part of their hostile plans, the U.S. considered a self-inflicted aggression in connection with the Guantanamo Naval Base that would allow them to blame Cuba and provide a pretext for invading the island. With this aim, constant provocations took place from the U.S. side of the base: Marines shooting toward Cuban territory, some times for several hours; the murder of a fisherman.

The number of violations of Cuba's airspace and territorial waters increased. In one single day—July 9th, 1962—U.S. planes flew over Cuban territory 12 times. On another occasion they launched rockets against eastern Cuba territory. U.S. pirate boats attacked unites of the Cuban Revolutionary Navy: three Cubans died during one of those attacks; 17 others were lost in another one.

Meanwhile, Washington stepped up its pressures on Latin American governments so they unconditionally support US plans against Cuba. It accompanie[d] its pressures with bribes: an assistance program for Latin America, the so-called Alliance for Progress, portrayed as a solution for the region’s problems. In late 1961, Venezuela and Columbia broke diplomatic relations with Cuba; in January 1962, the 8th Consultative Meeting of OAS Foreign Ministers, in Punta del Este, Uruguay, suspended Cuba’s membership in the organization for its “incompatibility with the inter-American system.”

Cuba

2. In 1960 the United States took severe economic sanctions against Cuba, refusing to supply oil to the island and cutting back on the purchases of sugar, Cuba's largest and most important export. Forced to make a choice, the Cuban government nationalized the oil industry, sugar processing plants, and other American-owned businesses in Cuba in the summer of 1961. In response, the United States set up an economic blockade of Cuba, stopping trade and prohibiting American tourism to the island. In September 1960 Congress passed a law denying American foreign aid to any nation that assisted Cuba economically or militarily. The ban of tourism alone deprived Cuba of 60 million dollars in annual income and left tens of thousands workers in the service industry unemployed. Finally, in January 1961, U.S. broke off all relations with Cuba. In this dire citation the Soviet Union and other Communist nations stepped in to purchase Cuban sugar and provide the country with oil and other essential goods. By the end of 1960 the Cuban government nationalized most industry, trade, banking, and transportation, taking another step towards becoming a Communist state. Meanwhile the United States pressured and forced other Latin-American nations to break off relations with Cuba.

Russia

3. In 1959, troops led by Fidel Castro toppled a corrupt military regime in Cuba and ushered in a socialist revolution. The Kennedy administration in the United States supported a military expedition to undermine Castro in 1961, but it was decisively repulsed at the Bay of Pigs. In the aftermath of the attempted invasion, Soviet missiles were sent to Cuba. Still rankling from the defeat of the Bay of Pigs and determined to keep the western hemisphere free from communism, Kennedy determined, in October 1962, that the Soviet Union remove its missiles from Cuba. He also called upon his allies to put their NORAD forces on alert in the event the Soviets refused to back down.

Canada

4. On 29 August 1962, high-altitude flights over Cuba by American spy planes showed what might be surface-to-air nuclear missiles being installed in the western provinces by Soviet technicians. Premier Khrushchev assured President Kennedy that his intelligence reports were wrong. But on 14 October, photographs were delivered to the White House which proved that Khrushchev had lied. They clearly showed launching pads and missiles in western Cuba. Why Khrushchev had gone ahead with plans which were bound to endanger the safety of the whole world is not clear. Perhaps the blunders of the Bay of Pigs and the unpopularity of the United States in Latin America had led him to think there was no risk. If so, he was wrong.

Kennedy spent some time discussing his course of action with advisers. He then acted decisively. He informed the OAS (Organization of American States) of the danger from the missiles to both the United States and the Latin republics. He demanded and got OAS support for a plan to stop and search all Soviet ships heading for Cuba. He then contacted Khrushchev and demanded the removal of the missiles. Without waiting for a reply, he ordered 145,000 American troops to stand by in Florida and Nicaragua. Faced with the possibility of clashes which could lead to all-out war, Khrushchev backed down. On 29 October he ordered ships heading for Cuba to turn back and work to start on dismantling missiles on the island.

Caribbean

5. In October 1962, the Soviet Union and the United States went eyeball-to-eyeball and were on the brink of nuclear war. Surveillance photographs taken by a U-2 spy plane over Cuba revealed that the Soviet Union was installing intermediate-range ballistic missiles. Once operational, in about 10 days, the missiles would need only five minutes to reach Washington, D.C. President Kennedy decided to impose a naval blockade. Soviet freighters were steaming toward Cuba. The president realized that if the ships were boarded and their cargoes seized, the Soviet Union might regard this as an act of war. Soviet Premier Khrushchev sent a signal that he might be willing to negotiate. In exchange for the Soviets agreeing to remove the missiles, the United States publicly pledged not to invade Cuba and secretly agreed to remove its aging missiles from Turkey.

After the Cuban Missile Crisis, Cold War tensions eased. In July 1963, the United States, the Soviet Union, and Britain approved a treaty to halt the testing of nuclear weapons in the atmosphere, in outer space, and under water. The following month, the United States and Soviet Union established a hotline providing a direct communication link between the White House and the Kremlin.

United States

Sources
  • Dana Lindaman and Kyle Ward, History Lessons: How Textbooks from Around the World Portray U.S. History (New York: The New Press, 2004).
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Paradise in a Breakfast Bowl

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Teaser

A morning meditation on flakes: Are you what you eat? Do your morals and values help you decide which cereal to eat in the morning?

quiz_instructions

Pre-processed, dry breakfast cereal was largely invented by American "food reformers" who wished to create a food that was convenient, healthy, and tasty, but who also believed that such a food would regenerate mankind. They wished to bring humans back to the original, "natural," spiritual state in which they lived in the Garden of Eden. Try to figure out, for each of the following products, if the inventor was motivated by religious ideas.

Quiz Answer

1. Graham Crackers

Yes. Sylvester Graham (1794-1851) was the most renowned food reformer of the 19th century. He wrote The Philosophy of Sacred History Considered in Relation to Human Aliment and the Wines of Scripture. Graham was known by the nickname of "Doctor Sawdust" because of his promotion of the virtues of bread made with whole-wheat ("Graham") flour. His followers set up "Graham hotels," like small, provisional utopias, where guests following Graham's dietary regimen could board with like-minded progressive reformers.

Russell Thacher Trall (1812-1877) was a water-cure physician who opened the Hygieo-Therapeutic Institute in Manhattan in 1843. Trall was the creator of Graham crackers (made with Sylvester Graham's "Graham flour") sometime in the 1850s.

2. Quaker Oats

No. Business partners Henry D. Seymour and William Heston of Ravenna, Ohio, registered the Quaker Man as a trademark in 1877 (the first trademark registered for a breakfast cereal). They made Quaker Oats, steel-cut oats packaged in 2-pound paper boxes with cooking directions on the outside, an innovation for the time. The name "Quaker Oats" would seem to tie the product to the owners' religious views, but Seymour said he chose it simply because he found an encyclopedia article on Quakers and decided that the qualities described there—integrity, honesty, and purity—were ones he wanted to link to his company's product. Heston credited himself with the name, saying that while walking on the streets of Cincinnati, he had seen a picture of Quaker William Penn, whose clothes and character inspired him to choose the name. Nevertheless, either way, it couldn't have hurt to conjure the figure of a religious Nonconformist, waving a scroll inscribed "Pure," on the package of a breakfast cereal. Potential customers would have associated it with the other Progressive health food items, especially wholegrain breakfast foods, that were being urged by food reformers descended from Protestant Nonconformists and Inner Light advocates.

3. Granola

Yes. Dr. James Caleb Jackson (1811-1895) invented the first dry, whole grain breakfast cereal, which he called "Granula." He took over the "Our Home Hygienic Institute" at Dansville, New York. Jackson did not serve red meat, tea, coffee, alcohol, or tobacco at the spa and emphasized fruits, vegetables, and unprocessed grains.

Ellen Gould White (1827-1915), the Seventh-Day Adventist prophetess, had a vision in 1863 in which the relation of physical health to spiritual health, the body to the spirit, was revealed to her. She set up the Western Health Reform Institute in Battle Creek, as well as other sanitariums. She published the pamphlet, Health, or How to Live. Don't trust the appetite, she said, which has become perverted, or the dietary customs of society. She counseled eating grains, nuts, fruit, and whole-grain flour.

Many Seventh-Day Adventists, including Ellen G. White, were guests at Dr. Jackson's health resort. He argued that controlling the appetite and passions would make the person more spiritual. Granula was a mix of Graham flour and water baked in brick ovens, then broken up into bean-sized bits, and baked again and then broken up into smaller bits. They had to be soaked in order to be soft enough to eat. Jackson created the "Our Home Granula Company" and sold Granula by mail order.

Dr. John Harvey Kellogg (1852-1943) was a follower of Ellen White. He studied medicine in New York City, where he conceived of revolutionizing "the breakfast food idea" after growing weary of preparing his own daily breakfasts of seven graham crackers and an apple. When he opened his Adventist health sanitarium in Battle Creek, Michigan, he found a way to make already-prepared breakfast food for his patients, inventing Granola, which was clearly indebted to Dr. Jackson's Granula.

4. Shredded Wheat

Yes. Henry Drushel Perky (1843-1906) was a dyspeptic who studied and practiced law in Nebraska and was a member of the Nebraska State Senate. He moved to Colorado for his health in 1880, where he was a lawyer for the Union Pacific Railroad, and then a partner in a steel railroad car manufacturing company. He came to believe that, "The evil in man cannot be legislated out of him, but it can be fed out of him," and opened a vegetarian restaurant in Denver. In 1892, he developed "little whole wheat mattresses," Shredded Wheat. He founded the Cereal Machine Company, eventually moving it to Niagara Falls. His mission was to provide food to the human body so that man would revert to his "natural condition."

5. Kellogg's Corn Flakes

Yes. In 1894, in order to "replace the half-cooked, pasty, dyspepsia-producing breakfast mush," John Harvey Kellogg and his younger brother Will Keith Kellogg (1860-1951) developed a method of flaking and toasting cooked wheat kernels, producing a breakfast food cereal they called "Granose." Will then turned to corn, inventing Corn Flakes.

In 1898, they founded the Sanitas Food Company, to sell health food via mail order. In 1906, Will established the Battle Creek Toasted Corn Flakes Company. When J. H. sold to W. K. his interest in the corn flakes company, J. H. used the proceeds in 1911 to create the influential Race Betterment Foundation, in order to prepare the way for a super race of "new men," and to set up a "eugenic registry" that evaluated couples for breeding based on their genetic pedigrees in order to stop the propagation of "defectives."

6. Grape-Nuts

Yes. Charles William Post (1854-1914) went to Dr. Kellogg's sanitarium as a patient, but then became interested in making breakfast food himself. In 1895, he founded the Postum Cereal Company, with the sole product of Postum, a coffee replacement made from wheat and molasses, the idea for which he probably got from Dr. Kellogg's similar product. In 1897, he also developed Grape-Nuts, a breakfast cereal from wheat that had a nutty flavor and, as a sweetener, used malt dextrose, which was commonly called grape sugar. Post founded his own highly successful breakfast cereal company. Each package of Grape-Nuts came with a kind of religious tract, The Road to Wellville, on how to gain a healthy body and spirit.

7. Post Toasties

Yes. C. W. Post's cereal flakes, which he first marketed in 1908, were called "Elijah's Manna," but when people objected on religious grounds, he changed their name to Post Toasties.

8. Ralston Purina Wheat

Yes. William Henry Danforth (1870-1956), a St. Louis mill owner, founded the Robinson-Danforth Commission to feed the nation's farm animals in 1894, but a hurricane leveled his mill a year later, and he was forced to rebuild, after which he began making a breakfast cereal, Purina Wheat.

Danforth then contacted "Dr. Everett Ralston," whose real name was Albert Webster Edgerly (aka Edmund Shaftsbury or Shaftesbury) (1852-1926), a debarred lawyer, con man, cult leader, self-appointed health expert, and elocution teacher, who had founded perhaps the world's first multilevel marketing scheme. This was the Ralston Health Club, a Washington, D.C.-based, national membership health products club, with 800,000 members in 1898.The Club required its members to pay large amounts for a series of books that told the secret of how to live for 200 years by collecting and preserving in the body the occult force of "Glame" and learning to speak his invented "Adam-Man tongue." Danforth secured "Dr. Ralston's" endorsement of Purina Wheat, and added his name to Danforth's company—Ralston-Purina. Danforth's cereal became Ralston Health Club Breakfast Food, then Ralston Purina Wheat, then Instant Ralston.

9. Wheat Chex

Yes. Eventually Ralston-Purina introduced Wheat Chex and its sister cereals. Danforth advocated a proto-New Age, positive-mind-over-matter approach to life, which also combined elements of "Muscular Christianity" and the Social Gospel, summed up in his "four square" philosophy which inspired his company's checkerboard logo, and which was echoed in the form of the little squares of Wheat Chex. "I dare you to develop a magnetic personality," he wrote in his book, I Dare You!

10. Wheaties

No. Like Quaker Oats, Wheaties was not developed out of the religious conviction of its inventors. In 1921, a clinician at a Minneapolis health clinic accidentally spilled wheat bran gruel onto the top of the stove. When the heat dried bits of it, he thought it had become a candidate for a marketable breakfast cereal product. He took the idea to the Washburn Crosby Company, whose head miller, George Cormack, perfected the product, and it was first introduced in 1924. Although its originators had no direct religious motivations, the aura surrounding other breakfast cereal products would seem to have made possible the company's extraordinary claims about Wheaties' ability to endow the body with strength and links to an array of athletic superstars.

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Ellen Gould White
Ellen Gould White
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Ellen Gould White
Ellen Gould White
Ellen Gould White
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Presidential Academy for American History and Civics

Description

From the Ashbrook Center website:

"This Presidential Academy will lead teachers in a careful study of three turning points in American history: The American Revolution, the Civil War, and the Civil Rights Movement. Our study will be framed by the three famous documents that memorialize these American epochs: the Declaration of Independence, the Gettysburg Address, and the "I Have a Dream" speech. Participants will spend five days in Philadelphia, six days in Gettysburg, and six days in Washington, DC.

The professors conducting the Academy are among the finest scholars of American history and government from across the country. They include a Pulitzer Prize winning author and many recipients of teaching awards at their respective colleges and universities."

Registration Deadline
Sponsoring Organization
Ashbrook Center
Target Audience
Middle and high school
Start Date
Cost
Free; $1500 stipend
Course Credit
"Teachers may choose to receive four hours of Master's degree credit from Ashland University. This credit can be used toward the Master of American History and Government offered by Ashland University or may be transfered to another institution. The four credits are offered at a discounted cost of $880 ($220/semester credit hour)."
Duration
Nineteen days
End Date

William Robertson Coe Workshop in American History: Revolutions in American Life

Description

From the Stanford University Department of History website:

"The 2010 William Robertson Coe Summer Workshop in American History will be organized around the theme of 'Revolutions in American Life.' Participants will explore problems of historical change and continuity through a close examination of three watershed periods in American history: the American Revolution, the Civil War and Reconstruction, and the Civil Rights era. Each period was marked by bitter conflict and momentous change, not only in the realm of politics but also in American social, cultural, and political life. Not surprisingly, each has generated intense debate among historians.

Participants in the Coe Workshop will examine these three periods, as well as the historiographical debates to which they have given rise. Salient themes include changing conceptions of citizenship and of the relationship between individuals and the state; struggles over the meaning of federalism; and the continuous struggles of women, African Americans, and other historically marginalized groups to claim their full portion as American citizens.

Instruction will include daily lectures by Stanford University historians, as well as group discussions of select primary and secondary sources. (Participants will receive a resource packet, including books, documents, and sample curricula, about one month before the workshop begins.) These lectures and discussions, convened daily from 9:00 am to 12:00 noon, will be supplemented by evening movie screenings, as well as by occasional field trips to local museums, archives, and historical sites. While the primary focus is on content enrichment, the workshop will also include dedicated pedagogy sessions, enabling participants to debate and exchange effective teaching strategies. In addition, each participant will create a lesson examining one of the three historical periods under consideration, which he or she will then share with other workshop members."

Registration Deadline
Sponsoring Organization
Stanford University
Target Audience
11-12
Start Date
Cost
Free; fellowship stipend provided
Course Credit
"Fellows who wish to receive credit for participation in the workshop may request a certificate of completion (an equivalent of 3 units of graduate credit, or 2 semester units)."
Duration
Twelve days
End Date

America at War: 1950-2010

Description

From the Harry S. Truman Library and Museum:

The Harry S. Truman Library and Museum will be offering a summer course for teachers in July. Presenters will examine the 60th anniversary of the Korean War and discuss its legacy. Teachers will have the opportunity to hear scholars from around the nation and discuss the latest research on topics such as the Vietnam War, the Iran hostage crisis, the end of the Cold War, and present-day conflicts in Iraq and Afghanistan. Educators will also create lesson plans and teaching materials based on the presentations.

Speakers include Adrian Lewis, University of Kansas; representatives from nine presidential libraries; Paul Edwards from the Center for the Study of the Korean War; military historians; and currently serving military officers from Fort Leavenworth.

Teachers will have access to numerous primary sources from the Truman Archives during the week-long conference and will be encouraged to share their ideas during the conference.

Contact email
Registration Deadline
Sponsoring Organization
Harry S. Truman Library and Museum
Target Audience
Secondary
Start Date
Cost
$100
Course Credit
"Two hours credit is available from UMKC for an additional cost."
Duration
Five days
End Date

Life, Leadership, and Legacy: George Washington and Harry Truman

Description

From the Harry S. Truman Library and Museum:

Staff from George Washington's Mount Vernon Estate and Gardens will join with staff from the Truman Library to present this unique workshop. Both Presidents Washington and Truman will come under close scrutiny as their early life, influences, military careers, and presidency will be compared. Themes include leadership, character, decision making, and handling crises. A reenactor from the Washington era will also be present!

This two-day workshop will be a one-time offering and numerous primary sources and ready-to-use teaching materials will be supplied. In addition to excellent content, teaching strategies and methods will be discussed.

Contact name
Mark Adams
Contact email
Registration Deadline
Sponsoring Organization
Harry S. Truman Library and Museum
Phone number
8162688236
Target Audience
K-12
Start Date
Cost
$50
Course Credit
"One hour of continuing education graduate credit is offered through the University of Missouri - Kansas City for an additional fee of $75.00."
Duration
Two days
End Date

Eleanor Roosevelt and the Universal Declaration of Human Rights

Description

From the Facing History and Ourselves website:

"Please join Facing History and Ourselves in Washington, DC for a one-day workshop on Eleanor Roosevelt and the Universal Declaration of Human Rights, with Facing History staff and guest speaker, Dr. Allida Black, Director of the Eleanor Roosevelt Papers.

On December 10, 1948, shortly after the devastation of World War II and the horrors of the Holocaust, the newly formed United National General Assembly passed the UDHR. At the time, Eleanor Roosevelt, the chairperson of the Commission on Human Rights, the group that researched and wrote the document, said: 'Man's desire for peace lies behind this Declaration. The realization that the flagrant violation of human rights by Nazi and fascist countries sowed the seeds of the last world war has supplied the impetus for the work which brings us to the moment of achievement here today. We will examine the concept of 'universal' rights, the negotiation of values, the limits of sovereignt—as well as this document's aspiration, vision and the role of education in human rights."

Sponsoring Organization
Facing History and Ourselves
Target Audience
K-12
Start Date
Cost
Free
Duration
Seven hours

The Power of a Song: The Impact of African American Music on History

Description

From the Tennessee State Museum website:

  • "Take a guided tour of the temporary exhibit We Shall Not Be Moved: The 50th Anniversary of Tennessee's Civil Rights Sit-ins.
  • Learn what role music played in the sit-in movement in Tennessee during the Civil Rights Movement.
  • Receive teaching strategies on how to integrate historical music into the Social Studies and Language Arts curriculum.
  • Discover the importance of music, such as the spiritual, to the African American struggle for freedom and equality."
Contact name
Kelly Tabeling
Contact email
Registration Deadline
Sponsoring Organization
Tennessee State Museum
Phone number
6152530134
Target Audience
K-12
Start Date
Cost
Free
Course Credit
Two hours in-service credit.
Duration
Two hours

Stony the Road We Trod: Using America's Civil Rights Landmarks to Teach American History

Description

No specifics currently available online.

Contact name
Priscilla Hancock Cooper
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Birmingham Civil Rights Institute
Phone number
2053289696
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Duration
One week
End Date