A panel of scholars discusses China's current and past foreign policy decisions and stances. 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.

Melanie Frances Manion of the University of Wisconsin-Madison explores the oscillation of political policies in modern-day China and considers whether these indicate that China's extreme policy swings under Mao continue today. She compares policy decisions and processes today with those of the Maoist era, and concludes that policy changes today are apt to be "less extreme and more incremental." 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 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.

Walter A. McDougall, Co-chair of the Foreign Policy Research Institute's History Institute for Teachers explores the U.S. attitude towards war—in which the nation simultaneously claims to be peace-loving and finds itself seeking out or being drawn into conflicts time after time.

Brian McAllister Linn of Texas A&M University examines the importance of many of the less-memorialized, smaller-scale, and less often taught military actions in U.S. history. He looks at how military tactics have been adapted to local conditions in these wars and the varying success of these adaptations (and failures to adapt).

Mark Grimsley of Ohio State University discusses the soldiers who fought in the Civil War from a social history perspective, looking at who they were, where they came from, and why they fought. He looks particularly at African-American experiences and participation in the war, at conscription, and at the manipulation and suppression of aspects of the war's social impact and breadth.

Paul Rahe of the University of Tulsa argues that Herodotus's coverage of classical Greek military history presents a "near ideal template for the analysis of American military history," in that it records the military struggles of republics Rahe interprets Herodotus's depictions of political and military heroes and considerations of relative cultural values as supporting "political liberty and the rule of law"— values which he suggests the U.S. has held and must continue to hold.

A transcript is available on the series page.

Paul H. Herbert, Executive Director of the Cantigny First Division Foundation, discusses his views on and recommendations for teaching military history. He argues that military history needs to be taught in order for students to understand the country's past; that students need particularly to come away from school with a basic understanding of the make-up of the U.S.'s military institutions and their relationship with society and of change in the conduct of war over time; and that teachers need to understand and be familiar with the basic vocabulary of war and military actions in order to teach military history.

Pulitizer Prize-winning author Rick Atkinson discusses his experiences while writing his trilogy on World War II—including the books An Army at Dawn and The Day of Battle—focusing on writing history texts as narratives, not as simple sequences of events.

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.