The Civil Rights Movement in the U.S.A.

Description

From the History Faculty website:

"In recent years historians of the civil rights movement have moved their focus away from the charismatic leadership of Martin Luther King, Jr. to explore the role played by 'ordinary people' in the struggle for racial equality. While not denying King's importance as a tactician, figurehead and orator historians have argued that, at root, the civil rights movement was a people's movement and that the countless inspiring contributions made by local blacks was a critical component of the movement's success."

"After setting out the problems that the civil rights movement sought to tackle, the presentation charts some of the civil rights movement's major tactics—litigation, boycotts and direct action, and voter registration drives—emphasizing the importance of ordinary African Americans and their allies to these efforts. The presentation ends with a re-consideration of King's role, highlighting his importance as a 'bridge' between the local campaigns and national politics."

Dr. Simon Hall, Senior Lecturer in American History at the University of Leeds, presents this lecture.

Nevada Historical Society

Description

The Nevada Historical Society museum collections house over 15,000 artifacts, including mining and ranching equipment, artwork, clothing, and items related to the state's gambling industry. The permanent exhibition on Nevada history illustrates the lives of the earliest inhabitants of the Great Basin, the desert stretches of the Immigrant Trail, the Comstock era, the effects of Nevada's liberal marriage and divorce laws, and the rise of the gambling industry. The Nevada Historical Society's library, photograph, and manuscript collections constitute the largest and most complete repository of materials related to the history of Nevada and the Great Basin. Materials available to the public include books, newspapers and periodicals, print files, maps, government documents, subject files, ephemera, manuscript collections, and over 500,000 photographs.

The museum offers exhibits, guided and self–guided tours, hands-on activities, in–classroom presentations on a variety of subjects, a documentary presentation and discussion series, screenings of movies which are set in Nevada, and a research library. The website offers virtual exhibits, children's activities, and a comprehensive PDF outlining available teacher resources.

McKinley Assassination Ink: A Documentary History

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Postcard, McKinley Monument, Buffalo, N. Y., McKinley Assassination. . . site
Annotation

On September 14, 1901, American anarchist Leon Czolgosz assassinated President William McKinley, propelling Theodore Roosevelt onto the U.S. political stage and, some historians would argue, making way for political modernization. Through hundreds of documents and images—including book chapters, newspaper articles and columns, sermons, poetry, and government documents—this website explores the McKinley assassination alongside U.S. politics and culture before and after.

Topics include turn-of-the-century journalism, race relations, anarchism, women's roles, the death penalty, international relations, and the Pan-American Exposition in Buffalo, NY, where McKinley was shot. A good place to begin is the "Quotes About" section, which provides short excerpts from a variety of sources that serve to familiarize users with conflicting views of McKinley, Czolgosz, Roosevelt, the assassination, Czolgosz's trial, and anarchism in the United States. All documents are keyword searchable and indexed by date, author, title, type, named persons, and source. An extensive bibliography provides suggestions for further reading.

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).

Jefferson versus Hamilton

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Alexander Hamilton
Question

How did the debate between Jefferson and Hamilton shape the political system of the United States?

Answer

In George Washington’s Farewell Address (1796), the retiring president warned that the creation of political factions, “sharpened by the spirit of revenge,” would most certainly lead to “formal and permanent despotism.” Despite Washington’s cautionary words, two of his closest advisors, Thomas Jefferson and Alexander Hamilton, helped to form the factions that led to the dual party system under which the U.S. operates today. Other men, most notably James Madison and John Adams, also contributed to the formation of political parties, but Hamilton and Jefferson came to represent the divisions that shaped the early national political landscape.

Although both men had been active in the Revolutionary effort and in the founding of the United States, Jefferson and Hamilton did not work together until Washington appointed Jefferson the first secretary of State and Hamilton the first secretary of the Treasury. From the beginning, the two men harbored opposing visions of the nation’s path. Jefferson believed that America’s success lay in its agrarian tradition. Hamilton’s economic plan hinged on the promotion of manufactures and commerce. While Hamilton distrusted popular will and believed that the federal government should wield considerable power in order steer a successful course, Jefferson placed his trust in the people as governors. Perhaps because of their differences of opinion, Washington made these men his closest advisors.

Hamilton’s economic plan for the nation included establishing a national bank like that in England to maintain public credit; consolidating the states’ debts under the federal government; and enacting protective tariffs and government subsidies to encourage American manufactures. All of these measures strengthened the federal government’s power at the expense of the states. Jefferson and his political allies opposed these reforms. Francophile Jefferson feared that the Bank of the United States represented too much English influence, and he argued that the Constitution did not give Congress the power to establish a bank. He did not believe that promoting manufactures was as important as supporting the already-established agrarian base. Jefferson deemed “those who labour in the earth” the “chosen people of God . . . whose breasts he has made his peculiar deposit for substantial and genuine virtue.” He advised his countrymen to “let our work-shops remain in Europe.”

When George Washington’s administration began, the two camps that formed during the Constitutional ratification debates – those groups known as the Federalists and Anti-Federalists – had not yet solidified into parties. But, disagreements over the nation’s direction were already eroding any hope of political unity. In May of 1792, Jefferson expressed his fear to Washington about Hamilton’s policies, calling Hamilton’s allies in Congress a “corrupt squadron.” He expressed fear that Hamilton wished to move away from the Constitution’s republican structure, toward a monarchy modeled after the English constitution. That same month, Hamilton confided to a friend that “Mr. Madison cooperating with Mr. Jefferson is at the head of a faction decidedly hostile to me and my administration, and . . . dangerous to the union, peace and happiness of the Country.”

By the time Jefferson and John Adams vied for the presidency in 1796, political factions had formed under the labels “Republicans” and “Federalists.” In fact, by 1804 the advent of political parties necessitated a constitutional amendment that changed the electoral process to allow president/vice president tickets on the ballot. The Federalists dominated the national government through the end of the 18th century. Despite President Washington’s efforts at unity, political differences proved to be too deep to promote consensus. The Republican Party emerged as organized opposition to Federalist policies, and despite Jefferson’s assurances in his first inaugural address that Americans were “all republicans” and “all federalists,” faction had solidified into party.

For more information

George Washington, “Farewell Address,” Yale University, Avalon Project.

Thomas Jefferson, Notes on the State of Virginia, 1784, in David Waldstreicher, ed., Notes on the State of Virginia, and Related Documents. Boston: Bedford St. Martins Press, 2002. Can also be found online at the University of Virginia Library’s Electronic Text Center.

Thomas Jefferson to George Washington, May 23, 1792 and Alexander Hamilton to Edward Carrington, May 26, 1792 in Jefferson vs. Hamilton: Confrontations that Shaped a Nation, ed. by Noble E. Cunningham, Jr. Boston: Bedford St. Martins Press, 2000.

Thomas Jefferson, First Inaugural Address, 1801. Papers of Thomas Jefferson, ed. by Barbara Oberg. Princeton University Press, 2006. vol. 33: 148-152.

Thomas Jefferson Papers

Bibliography

Cunningham, Noble E., Jr. ed. Jefferson vs. Hamilton: Confrontations That Shaped a Nation. Boston: Bedford St. Martin’s Press, 2000.

Read, James H. Power versus Liberty: Madison, Hamilton, Wilson, and Jefferson. Charlottesville: University of Virginia Press, 2000.

Staloff, Darren. Hamilton, Adams, Jefferson: The Politics of the Enlightenment and the American Founding. New York: Hill and Wang, 2005.

Supreme Court Nominations

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Harper's Weekly: Justice peeking from her blindfold
Question

How often has the Senate rejected a president’s nominee to the Supreme Court? What have been the most common reasons for rejection?

Answer

Of the 159 nominations for Supreme Court Justice that presidents have submitted to the Senate for confirmation, the Senate has rejected only 12. The first rejection was George Washington's nomination of John Rutledge to be Chief Justice in 1795; the last, Ronald Reagan’s nominee for Associate Justice, Robert H. Bork, in 1987.

In addition to rejecting nominees, the Senate has failed to approve 24 additional nominees by postponing confirmation, taking no action, or by acting in ways that have encouraged nominees to withdraw from consideration, as with Harriet Miers in 2005.

Nearly 60 percent of rejections have occurred when the president and a majority of senators have been members of opposing political parties. Nearly half of the failed conferrals were nominated in a president’s final year in office. One-third of failed appointments were nominations by presidents who had not been elected to office.

“Senatorial courtesy,” whereby senators will vote against a nominee if the nomination is opposed by one of the nominee’s home state senators, when that senator is a member of the same party as the president, also has been a factor in some rejections.

Political Currents Have Ebbed and Flowed

Political science professor P. S. Ruckman, Jr., has argued that in “critical” instances in which a significant shift in the Court’s makeup has been predicted, nominees have been rejected nearly as many times as confirmed. When nominations have not been considered critical, confirmation has been 12 times more likely.

When nominations have not been considered critical, confirmation has been 12 times more likely.

Following an uneventful first 20 years of Senate confirmations, in which all but one of 19 nominees were approved quickly, the confirmation process went through a turbulent 80 years during which the Senate rejected more than one-fourth of nominees. Law Professor Richard D. Friedman concluded, “. . . the probability of a nomination’s rejection peaked in the years surrounding the Civil War, with a dip during the war itself. The probability of rejection then declined gradually, and by 1910 it was close to zero.”

During Reconstruction, Senate opposition to nominees became “politically reputable,” Friedman surmised, as Justices were understood to be politically motivated in their rulings, and Senators thus believed that they had the right and responsibility to vote to insure political reliability and geographical dispersal. (George Washington had established a long-lasting precedent of attempting to have a geographically balanced Supreme Court.)

Political compatibility with the Senate appears as the most important factor for confirmation today.

From 1894 to 1968, only one nominee was rejected (President Hoover’s nominee, North Carolina Circuit Court of Appeals Judge John J. Parker). Beginning in 1968, confirmation battles began again in earnest, as three nominees were rejected between 1968 and 1970. In 1987, Judge Bork was rejected in a politically charged atmosphere, heightened because the voting behavior of the resigning Justice (Lewis F. Powell), had determined a number of important 5-4 decisions.

A 2008 study argued that at present a nominee’s “ideological compatibility” with that of Senators “now takes precedence” over all other factors with regard to their confirmation.

Bibliography

U. S. Senate, “Supreme Court Nominations, Present-1789,” http://www.senate.gov/pagelayout/reference/nominations/Nominations.htm.

P. S. Ruckman, Jr., “The Supreme Court, Critical Nominations, and the Senate Confirmation Process,” Journal of Politics 55 (August 1993): 793-805.

Richard D. Friedman, “The Transformation in Senate Response to Supreme Court Nominees: From Reconstruction to the Taft Administration and Beyond,” Cardozo Law Review 5 (1983): 1-95; Bernard Schwartz, A History of the Supreme Court (New York: Oxford University Press, 1993), 17.

John S. Goff, “The Rejection of United States Supreme Court Appointments,” American Journal of Legal History 5 (October 1961): 357-68.

Lee Epstein, René Lindstädt, Jeffrey A. Segal, and Chad Westerland, “The Changing Dynamics of Senate Voting on Supreme Court Nominees,” Journal of Politics 68 (May 2006): 296-307.

Charles M. Cameron, Albert D. Cover, and Jeffrey A. Segal, “Senate Voting on Supreme Court Nominees: A Neoinstitutional Model,” American Political Science Review 84 (1990): 525-34.

Lee Epstein, Jeffrey A. Segal, and Chad Westerland, “The Increasing Importance of Ideology in the Nomination and Confirmation of Supreme Court Justices,” Drake Law Review 56 (2008): 609-35.

Michael Comiskey, Seeking Justices: The Judging of Supreme Court Nominees (Lawrence, KS: University Press of Kansas, 2004).

The Historical Society of Pennsylvania

Description

"Founded in 1824 in Philadelphia, The Historical Society of Pennsylvania is one of the oldest historical societies in the United States and holds many national treasures. The Society's building, designed by Addison Hutton and listed on the City of Philadelphia's Register of Historical Places, houses some 600,000 printed items and over 19 million manuscript and graphic items." The Society's library is one of the preeminent libraries in the nation, housing extensive manuscript collections from the 17th, 18th and 19th centuries. Finally, the Historical Society has paired with Genealogical Society of Pennsylvania through a Strategic Alliance Agreement, and the Society has become "a chief center for the documentation and study of the ethnic communities and immigrant experiences."

The site offers an online catalog, 10 online manuscript collections, an online event calendar, exhibit information along with nine online exhibits, purchasing information for the society's publications, and educational resources, including lesson plans, readings, primary sources, online exhibits, and information on educational workshops.

Red Cross: Exploring Humanitarian Law

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Photo, Type of German Prisoner Captured in the New Push, c. 1918, Flickr Commons
Annotation

The first question likely on your mind is, "How can I mesh humanitarian law with history? It's a bit off-topic, isn't it?" You may be interested in the topic, and see its merit, but not know how to include it in your classroom.

The Red Cross makes a point of listing ways that history and humanitarian law intersect. Their examples include

  • Prisoners of War: Andersonville and British POW ships of the Revolutionary War
  • Banned weapons: As part of the history of science and technology
  • Human dignity and bystander action: Las Casas, citizens against Native American removal in the 1830s, Helen Hunt Jackson, World War II, and women's and civil rights movements
  • Refugees: How have they impacted our history and culture?

Still not convinced? Try reading their standards guide.

The site contains a curriculum which specifically details factors such as the amount of time needed for each module component and the required preparation.

Maybe a full curriculum won't really fit in your classroom. That doesn't mean the site should be written off. Try their resources page. Here, you can find a glossary, a teaching guide, suggested supplemental films and videos, articles, websites, and examples of student work (art and poetry). Perhaps most useful of all, the site offers a series of lessons on the Civil War, as viewed from a humanitarian perspective.

C-SPAN American Political Archive

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Logo, C-SPAN.org
Annotation

This website, which draws from C-Span Radio, is a useful resource for researching or teaching 20th-century American political history. It assembles audio recordings from such sources as the National Archives, presidential libraries, the Smithsonian Institution, and the Library of Congress. It "presents interviews, debates, oral histories, news conferences, and speeches with past presidents, legislators, and other important figures in American politics." Selecting "Past APA programs available online" provides the full list of 29 archived programs. Program subjects include persons such as W.E.B. DuBois; Indira Gandhi; Eleanor Roosevelt; NASA astronauts; Presidents Harry Truman, Richard Nixon, Jimmy Carter, Dwight Eisenhower, and Gerald Ford; and Civil Rights leaders A. Philip Randolph, Malcolm X, and Thurgood Marshall. They also include thematic topics such as the Reagan presidency, women in journalism, ex-slave narratives, Iraq war stories, Congressional leaders, the voices of World War II, and American POWs. Many of the topics feature multiple programs.

All programs are recordings of the original C-SPAN Radio program and must be listened to as originally broadcast. Playback of the programs requires media player software to be installed (free downloads can be accessed from the site).

The above recordings appear to no longer be available on the C-Span website. The history section, http://www.c-span.org/History/, suggested as an alternative offers full video programming, often discussions of historical topics. However, the page appears to feature recent video, with over 2,000 "recent events" which cannot be sorted or searched. Video search does not offer an option to select material on historical topics, so searching will pull from the entire C-Span website. As a result, the site offers a great deal of undoubtedly useful material which is nearly impossible to access. Unpublishing.