The Gilder Lehrman Institute's quarterly
American history online journal. The journal's primary
mission: to promote the study of American history with
articles from noted historians as well as lesson plans,
resource guides, links to related websites, and other
resources for teachers and students.
We are at an important time in the teaching of American
history. A host of distractions compete for our students'
attention; education budgets are strained; and changes
in education guidelines reduce the time students spend
in the classroom. Yet the need for young people to understand
and examine American history has never been more urgent.
Students deserve what American history can give them:
an appreciation of the past; a working knowledge of their
government; and skills they can take with them out of
the classroom and into their adult lives. HISTORY NOW
dedicates itself to these goals and to the call -- issued
by the founders more than two centuries ago -- for an
informed and enlightened citizenry upon which to base
a growing democracy.
HISTORY NOW is available to anyone who is interested in
American history and has access to the Web. But the journal
is designed with American history teachers in mind. In
each issue, the editors will bring together historians,
master teachers and archivists to comment on a single
historical theme. THE HISTORIAN'S PERSPECTIVE offers challenging
interpretations of particular events related to the selected
theme. FROM THE TEACHER'S DESK -- written by master teachers
-- will suggest lesson plans and other activities to engage
students in the topic. ASK THE ARCHIVIST will offer resources
that can be used inside and outside of the classroom,
as well as suggestions for additional reading.
But no one knows the classroom better than you, our audience.
With this in mind, HISTORY NOW encourages readers to use
our Digital Drop-Box to share lesson plans, comment on
our articles, ask questions of our staff, and let us know
what you think about our journal.
The first edition of HISTORY NOW tackles an issue at the
forefront of current debate: the election of the nation's
chief executive. In 2000 the media engaged in a lengthy
examination of the Electoral College, voting rights, states'
rights, and the role of the Supreme Court. The coming
election will offer more opportunities to connect current
events to the past and to engage students in a close analysis
of American history.
Our guest historians have delivered four perspectives
on our topic. Joanne Freeman discusses the contested election
of 1800, a tense moment when the Electoral College did
not pick a winner in the presidential election and the
choice was thrown to the House of Representatives for
resolution.
Choice is a key issue in understanding electoral history.
But universal or near-universal choice in elections was
not always available to Americans. Steven Mintz examines
the history of voting rights and the struggle to secure
suffrage for African-Americans, women and other excluded
groups.
In the past, the expansion of the electorate has necessitated
changes in electoral politics. Candidates, particularly
those who were running for national office, adapted their
strategies to new audiences and to even newer technologies.
The role played by media in elections has expanded exponentially
over the past fifty years. Liette Gidlow looks at this
experience through the Kennedy-Nixon debates, the first
presidential debates to be held on television.
Finally, in an article that describes his experience teaching
American history to Muslim students, many of whom are
from countries where democracy is not a given, Ted Widmer
reflects on the electoral process from an exchange student's
perspective.
Wondering how to use all of this in the classroom? Our
master teachers and our archivist have assembled an enriching
package of suggestions.
The editors would like to thank the Gilder Lehrman Institute
of American History for the opportunity to put together
such an exciting project and for sharing their collection
of images and documents with us. Special thanks to James
Basker, Lesley Herrmann, Karina Gaige and the education
staff at the Institute, and to Sabina Daley, Director
of Online Design at Thirteen/WNET.
Most of all, we would like to thank you, our readers,
for your interest in HISTORY NOW, and we invite you to
return for our next issue, when we will look at the topic
of slavery through primary sources such as letters, diaries
and slave narratives. We look forward to hearing your
comments and suggestions.
Sincerely,
Carol Berkin is Professor of History
at Baruch College and The Graduate Center, City University
of New York. She is the author of several books including
Jonathan Sewall: Odyssey of an American Conservative,
First Generations: Women in Colonial America,
A Brilliant Solution: Inventing the American Constitution,
and Revolutionary Mothers: Women in the Struggle for
America's Independence.
Angelo Angelis is an Assistant Professor
of History at Hunter College. He has recently completed
an essay on Bacon's Rebellion for an upcoming collection
on colonial Chesapeake and is currently working on the
manuscript for From Constitution to Revolution: Political
Culture in Massachusetts, 1774-1788.
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