Celebrate the Constitution: a Guide for Public Programs in the Humanities, 1987-1991

DOCUMENT RESUME

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TITLE Celebrate the Constitution: A Guide for Public Programs in the Humanities, 1987-1991. INSTITUTION Federation of State Humanities Councils, Washington, DC. SPONS AGENCi National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE Jun 87 NOTE 83p.; Prepared by the Committee on the Bicentennial. For use with the "Bicentennial Bookshelf," a reference collection about the nation's founding documents sporsored by the National Endowment for the Humanities. AVAILABLE FROM Federation of State Humanities Councils, 1012 Fourteenth Street, N.W., Suite 1207, Washington, D.C. 20005. PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC04 Plus Postage. DL-CnIPTORS Adult Programs; *Citizen Participation; Community Involvement; *Community Programs; *Constitutional History; *Constitutional Law IDENTIFIERS *Bicentennial; *United States Constitution

ABSTRACT With the Bicentennial Bookshelf as a foundation stone, communities will be able to stimulate public discourse on the meaning of constitutionalism in the United States through the use of this guide. Guidelines and model programs are provided for initiating reading and discussion programs, confererces, lectures series, and seminars and institutes. Three approaches to reading-discussion groups are described: (1) the participant-led approach; (2) the Socratic approach; and (3) the debate-discussion approach. Conference programs offer an ideal setting to explore the fundamental issues of the U.S. Constitution because they bring together a group of people for a concentrated period of time to focus on specific, well-defined questions. Conference models presented are suitable for (1) the general public; (2) lawyers, judges, legislators; and (3) selondary school teachers. Lecture series on the major elements of the Constitution can help focus attention on the nation's vital character and heritage. Institutes and seminars take as their primary task the encouragement of a deeper understanding of the subject matter of the humanities. The appendices include: (1) Bicentennial Bookshelf lis (2) directory of State Humanities Councils; (3) suggestions as to sources of financial support for p..blic programs; and (4) bicentennial resource list. (SW

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A Guide for Public Programs in the Humanities, 1987-1991

For use with the "Bicentennial Bookshelf" of the National Endowment

1 for the Humanities

June 1987

Prepared by the VEDERATION OF STATE HUMANITIES COUNCILS Committee on the Bicentennial

5 The research and publication of Celebrate the Book and Cover Design by Kevin Osborn, Constitution: A Guide to Public Programs in the Research & Design Associates, Humanities, 1987-1991 have been supported by Arlington, Virginia the National Endowment for the Humanities, a federal agency which supports the study of such Cover photograph co,rtesy of the fields as history, philosophy, literature, National Archives and Records Administration, and language. Washington, D.C.

The Federation of St...Le Humanities Councils, founded in 1977, is the membership association of the State Humanities Councils. Through its program of research, crnferences, collaborative projects, and communication to members, legislators and others on issues of public interest, it provides support for the State Humanities Councils acid strives tk, create greater awareness of the importance of the humanities in public and private life.

To order additional copiesthis publication, please send a check, payable to Federation of State Humanities Councils, for $6.00 per copy plus $1.50 for postage and handling to:

Federation of State Humanities Councils 1012 Fourteenth Street, N.W. Srite 1207 Washington, D.C. 20005

Price subject to change without notice.

6 Table of Contents

Letter from the Chairman of the National Endowment for for the Humanities 6

Foreword ... 7

Introduction 8

Reading and iscussion 9 Preface to the Materials 10 Reading Program One: Establishing America 12 Reading Program Two: American Biography 13 Reading Program Three: The Constitution, Our WriLten Legacy 15 Setting up a Reading Program 17

Conferences 19 Preface to the Materials 20 Conference Program One: For the General Public 21 Conference Program Two: For Lawyers, Judges, Legislators and Public Officials 23 Conference Program Three: For Teachers 24 Setting up a Conference Program 26

Lecture Series 27 Preface to the Materials 28 Lecture Program One: The Blessings of Liberty 29 Lecture Program Two: Founders, Shapers, and Interpreters of the Constitution 30 Lecture Program Three: Enduring Constitutional Issues 31 Setting up a Lecture Series 32

Seminars and Institutes 33 Preface to the Materials 34 Seminar Program One: The American Founding 35 Seminar Program Two: Topics and Sources for the Study of the Constitution 40 Setting up a Seminar or Institute 45

Appendix/Bicentennial Resources 47 Bicentennial Bookshelf List 48

Directory of State Humanities Councils . 50

Paying for Public Programs...... 52 Bicentennial Resource List. 54 6 Letter from the Chairman of the National Endowment for the Humanities

N THE OCCASION of the 200th anniversary of the United States Constitutiott, public libraries across the country are putting together "Bicentennial0 Booksnelves"a reference collection about our nation's founding document. These Bookshelves, established with matching grants from the National Endowment for the Humani- ties, will make the writings of the Founders and important works of constitutiona; scholarship oadily available to all Americans At my request, Celebrate the Constitution has been prepared by the Federation Of Stage Htiman- ities Councils. Based on the resources of the Bi- centennial Bookshelf, it is a guide to organizing programs that will encourage citizens to become more familiar with the thoughtful and ordered process that brought our Constitution and our government into being. Throughout this period commemorating the foundations of our society, I encourage Ameri- cans everywhcre to organize and participate in the kinds of programs described in this guide. Surely there is no more appropriate way to celebrate the docutaent that protects our freedoms than by educating ourselves about it. As James Madison once wrote, "What spectacle can be more edifying...,than that of liberty and learning, each leaning cn each other for their mutual and surest support." Lynne V. u,leney Chairman 7 Foreword

THE BICENTENNIAL BOOKSHELF meaning of nstitutionalism in America. The is an imaginative and appropriate several types of programs described have been response to the most important cele- used successfully by state humanities committees bratory anniversary of this century. and other public groups. These formats (reading Nothing is so central to the understanding of and discussion groups, conferences, lectures, and American national history and values as the con- institutes) are merely indicative of a much broader cept and practice of ( onstitutionalism. No institu-group of activities that might be employed by tion is more perfectly suited to sponsor discussionlocal groups. The best programs are those that of constitutionalism and the Constitution than flow from the imagination and energy of the organ- the public library. With the Bicentennial lbok- izers, rather than from outside the community. shelf as a foundat;on stone, communities should The trick, then, is to locate those committed be able to devise carefully tailored and uniquely citizens who are enthusiastic about public pro- appropriate responses to the bicentennial gramming and to set them to conceiving ways to The major texts recommended for the Book- celebrate the bicentennial in your community. If shelf are central to the study of the U.S. Consti- cooperati e public programming works for you, tution. They should form the core of any basic it will bring political and intellectual rewards to collection. The recommended sources and second-numbers of local citizens. Committed leadership, ary works are also well chosen, but it should be use of local resources, and good advertising are remembered that they are merely suggestive of the keys to success. the great number of important books on the The National Endowmer t for the Humanities subject. is to he congratulated for conceiving of the, Bicen- Indeed, creating the Bicentennial Bookshelf is tennial Bookshelf. Used intelligently, it can pro- the essential and relatively easy part of the job. vide the wherewithal for a wide variety of public The real challenge to librarians, local humanities programs for citizens of different ages, educa- groups, school groups and voluntary organizationstional levels, and occupations. Thinking about is to mobilize their localities to put the books to constitutional problems together is one way use. The Bookshelf, to succeed, must involve a twentieth-century Americans can recreate the significant portioi of the 1°,21 community in or- sense of mutual civic participation that made the ganized bicentennial activities stemming from theAmericans of 1787 uniquely admirable both in study of the Constitution. their own time and over the course of the past Remember how many "expert" resources are two centuries. available in most communities: public and university librarians, teachers at all levels (from school Stanley N. Katz, President through university), public officials, lawyers, state American Council of humanities committees, and many others. Look- Learned Societies ing for advice will not only improve programming Chief Consultant to the but will also serve as a way to solicit the partici- Bicentennial Bookshelf pation of highly qualified citizens. This Guide is meant to be a starter kit, indicat- ing some of the ways in which the Bookshelf can be used to stimulate public discourse on the 8 Introduction

TO HELP PLAN EFFECTIVE PUB- petitive basis in support of public humanities LIC PROGRAMS to recognize the progrrais. bicentennial, Celebrate the Constitu- Celebrate the Constitution: A Guide for Public tion: A Guide For Public Programs in Programs in the Humanities, 1987-1991 was the Humanities, 1987-1991 suggests ways of using planned and prepared by the Federation's Com- the NEH Bicentennial Bookshelf and other sourcesmittee on the Bicentennial. Members of the com- on the Constitution in effective public programs mittee include Michael Bouman, Naomi Collins, that celebrate the bicentennial. Marion Cott, Michael Sartisky, and Dorothy The Guide is for people and organizations who Schwartzall state council staff members. Serv- would like to celebrate the bicentennial of the ing as advisors to the committee and as evaluators Constitution with thoughtful initiatives. The of the materials were Stanley N. Katz, Margaret Guide is divided into four parts: reading and dis- Kingsland, and Victor Swenson. cussion programs, conference programs, lecture The Guide reflects the expertise and leader- series, and seminars and institutes. Each area ship of the many staff members of tie State represents a significant format of public humani- Humanities Councils who assisted the committee ties programming. In addition to presenting sub-by contributing program materials and ideas. stantive material on the history of the U.S. without their contribt, jons, the Guide would not Constitution, the Guide reviews the nuts and boltshave beea possible. Others contributing as writ- of organizing and putting on a public program. ers and/or scholarly advise -s to the committee Public humanities programs bring scholars to include Marianne Alexander, Herman Belz, the public. Bicentennial programs, likewise, Richard Cook, Anthony Corrado, Richard should make the best public use of talented D'Abate, Murray Dry, Craig Eise---Irath, Kenneth teacher-scholars with expertise in constitutional Gladish, James Hutson, Rex Martin, Alanna subject areas. As an appendix to the Guide, the Preussner, Mary Scott Rowland, and Gregory Federation of State Humanities Councils has com-Stiverson. piled a list of scholars, organized by state, who federation staff provided editorial support for may be available to program organizers. Use thisthe Guide, and compiled and edited the Bicenten- list of scholars to find exactly the person you nial Scholars List. need for your program, and coiisult with your The Federation of State Humanities Councils State Humanities Council for furtl'er assistance. is the national membership association of the The address and telephone number of each state State Humanities Councils. Inquiries concerning council appear in the Appendix. state councils and the bicentennial may also be In the text of the Guide, we have refrained addressed to the Federation of State Humanities from giving full bibliographic citations of the ma- Councils, 1012 Fourteenth Street, N.W., Suite jor sources included in the Bicentennial Bookshelf 1207, Washington, D.C. 20005, 202/393-5400. of the National Endovment for the Humanities. With support from the National Endowment for These citations can be round in the Appendix. the Humanities, the Federation has also published Programs vary in how much they cost to or- The Humanities and the Constitution: Resources ganize and run. Some may be presented for a fewfor Public Humanities Programs on the Bicenten- hundred dollars or even less; others may cost nial of the U.S. Constitution (1986). A review of several thousand. There are many sources of fi- bicentennial programs conducted and funded by nancial support for public programs, and we can state councils, The Humanities and the Constitu- expect this support for bicentennial public pro- ion is an important additional resource for programs of quality to be stronger than ever throughgram planners. Copies may be obtained from the 1991, the bicentennial of the Bill of Rights. As a Federation at a cost of $3.50 per copy. start, we have included a guide to public program The Federation expresses its appreciation to fund raising in the Appendix ("Paying for Public the National Endowment for the Humanities, Programs"). whose funding, under a Chairman's Emergency Every state has a state humanities council ex Grant, supported the development and produc- perienced in working with the publicthe state tion of Celebrate the Constitution. councils' constituency to help plan and propose events of high quality. Further, many state coun- .Tamil S. Zainaldin cils have rich experience in planning and conduct- Executive Director ing bicentennial programs of their own for the Federation of State public. State councils are also potential sources Humanities Councils of funding. They award small grants on a com-

/ 10 9 Reading and Discussion Programs

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11 MsliEADING AND DISCUSSION Preface to the Materials

GIVEN THE TEXTUAL NATURE of The models that follow can be implemented by our constitutional legacy and the public libraries across the country. Designed by Constitution's own fundamental prominent constitutional scholars and State grounding in philosophical debate, Humanities Councils, each of these programs reading and discussion programs are a most ap- includes a syllabus of up to ten units. Local schol- propriate format for p- blic programs focusing on ars and librarians can adapt these units by com- the I T.S. constitutional bicentennial. Nationwide, bination or selection into a five- or six-week it has been the experience of the State Humani- program, thus providing the local scholars and ties Councils and other groups that reading and librarians with a core program that they can adapt discussion programs are among the simplest and according to their own conception of the series. most effective means of involving the public in an There are at least three approaches from which intense dialogue with ideas and concepts in the planners may choose: humanities. Many state councils already have de- 1. The Participant-Led Approach. A series of signed and implemented model programs that 45-minute lectures, each by a different scholar can incorporate the reading and reference mate- and followed by 'liscussion among the partici- rial contained in the Bicentennial Bookshelf. Threepants. The scholar then summarizes the discus- program models and syllabi are presented in the sion. Five or six sessions are conclurted, one materials that follow: (1) a syllabus on the crea- every two weeks. tion of the Constitution; (2) a syllabus that uses 2. The Socratic Approach. A series of two-hour biography to illuminate the era of the Constitu- Socratic or question-and-answer discussions led tion; and (3) a syllabus prepared by the Pennsyl- by two scholars. Discussions are punctuated by vania Humanities Council that looks at the U.S. brief presentations of background material. For- Constitution as a "living legacy." mal lecturing by the scholars is discouraged The These materials have been designed to encour-scholars teach one session a week for six weexs, age interest in reading and help restore libraries providing continuity from session to session. to their position as important cultural and intel- 3. The Debate-Discussion Approach. A series of lectual cent:Ts in their communities. Although 45-minute debates on different issues. The ex- reading programs may last but five or six weeks,changes between scholars or experts are followed often they become self-perpetuating because theyby question- and answer periods conducted by a provide citizens with the incentive to continue to moderator. use libraries as centers of intellectual inquiry and The syllabi that follow pro .de examples of discussion. Apart from the intrinsic value of in- how the reference works may be used to supple- creasing citizens' appreciation for and knowledgement or fill out a reading assignment. If program of the U.S. Constitution, these reading programsparticipants are able to examine copies of the may serve in some cases to encourage libraries Bicentennial Bookshelf reference works at a local to mount similar programs. library, they are encouraged to leaf through the works in order to become familiar with the organization, coverage, and approach of the volumes. These works can be used to find answers to questions and to address issues or concerns that arise during the series.

) 2 READING AND DISCUSSION.

The Congressional Research Service volume The first mole] program, "Est..blishing Amer- on The Constitution of the United States of ica: The Found.ng Years," is an introduction to America: Analysis and Interpretation is a the primary documentary materials surrounding resource for any textual question about the the creation of the Constitution and thus is ide- Constitution. ally suited to tapping the rich potential of the Max Farrand's Records of the Federal Conven-Bicentennial Bookshelf main reference works. tioi. 1 1787, supplemented in the most recent The syllabus suggests books for use in the pro- edition by new documentary findings, is the bestgram. The second program, somewhat more flex- source of what was said and done at the federal ible in organization, sets out the main lines of a convention. Organized chronologically, the book biography reading program in "American Biog- can be consulted time and again to amplify or raphy: The Founder-. of the Constitution." Two clarify the debate. programming options are identified for the read- The Founders' Constitution (5 volumes), edited ir-, and discussion of biography. One series looks by Philip B. Kurland and Ralph Lerner, exam- at Lite biographies of the Founders and leans heav- ines in great detail the historical development of ily on the Bicentennial Bookshelf biographies. the Constitution as a written document. Its or- The other focuses on one individual, George ganization permits easy Ilse in tracing the his- Washington, and uses the Bicentennial Bookshelf tory of aspects of the Constitution. selection, Washington: The Indispensable Man Finally, The Encyclopedia of the American by James Thomas Flexner, as the text for the Constitution (4 volumes), edited by Leonard program. Flexner is supplemented by the Bicen- Levy, contains articles on almost any conceivabletennial Bookshelf reference work, Records of the topic. Thorough] )4 helpfully indexed, the En- Federal Convention of 1787, edited by Max Far- cyclopedia contai;... Jr:tit2,100 articles written rand. The third type of reading program is "The by 262 authorities in raw, history, and politica] Constitution: Our Written Legacy, 1787-1987," a science. The entries cover doctrinal concepts of detailed survey of the Constitution. constitutional law, judicial decisions primarily of the Supreme Court, public acts (statutes, trea- ties, executive orders), and overviews of historical periods.

13 12READING AND DISCUSSION Reading Program One Establishing America: The Founding Years

THIS "LECTURE SERIES WITH property and natural right, October 28, 1785 REA;NG" invites people to attend Jefferson on slavery: Notes on the State of the programs even if they cannot Virginia (Query XIV, "Laws," Query XVIII, finish reading assignments. Use of a "Manners") textbook maintains continuity for all participants.Jefferson on native Americans: Notes on the The series should attract a wide variety of par- State of Virginia (Query VI, "Productions Min- ticipants, including those who have little famili- eral, Vegetable, and Animal") arity with the American Constitution. "A Bill for Establishing Religious Freedom" Draft Constitution for Virginia Texts Jefferson on popular rebellions: Letter to The Great Republic by Bernard Baiiyn et al. A Edward Carrington, January 16, 1787 college history textbook that has proven effec- Supplements to Jefferson's thinking: Encyclo- tive when used by adults as a narrative refer- pedia, "Adams, John" and "Paine, Thomas"; ence for a lecture series. If not easily available, excerpts from John Adams, Thoughts on Go ern- substitute The Great Republic. ment in The Political Writings of John Adams, The Encyclopedia of the American Constitution, edited by George A. Peek, Jr. edited by Leonard Levy. Contains background Session 3. The Federal Convention articies that provide narrative detail of the de- Readings: bates. See especially: "Articles of Confederation,"T ,I3 Great Republic, chapter 10 "Continental Congress," "Constitutional Conven- Selection from Records of the Federal Conven- tion of 1787," "Constitutional History, 1776-89," tion of 1787, edited by Max Farrand (organized "Constitutionalism and the American Founding,"by Convention's chronology); or excerpts in The and "Great Compromise." Constitution by Page Smith; Edmund Randolph's The Complete Anti-Federalist (7 volumes), ed- Virginia Plan, May 29, 1787; Debate on the Vir- ited by Herbert J. Storing with the assistance of ginia Flan, May 30June 5, 1787 Murray Dry, or The Anti-Federalist by Herbert The Virginia Plan as reported by the Commit- Storing and abridged by Murray Dry. tee of the Whole, June 13, 1787 The Rccords of the Federal Convention of 1787, Session 4. The Federal Convention (continued) edited by Max Farrand. If not available, substi- Readings: tute The Constitution:A Documentary and Nar- Selections from Records of the Federal Conven- rative History by Page Smith. tion of 1787, edited by Max Farrand, or excerpts The Federalist, edited by Jacob E. Cooke. in The Constitution by Page Smith: William Pat- Writings of Thomas Jefferson, edited by Merrill terson's alternative plan from New Jersey, June D. Peterson. Includes all Jefferson and Virginia 14, 1787; Alexander Hamilton's alternative, June legislation readings in Session 2, along with the 18, 1787; Debate on alternative plans for repre- Declaration of Independence. If unavailable, use s.mtation, June 19-25, 1787; Proposal for ratifica- The Portable Thomas Jefferson, edited by tion, June 23, 1787 Merrill D. Peterson. The G eat Compromise and reaction of nationalists (in Encyclopedia) Sample Syllabus Session 5. The Federal Convention (continued) Session 1. Who are the "one people" of the Decla- Readings: ration of Independence? Selections from Records of the Federal Conven- Readings: tion of 1787, edited by Max Farrand, or excerpts The Great Republic, chapters 1-6 in The Constitution, edited by Page Smith: Prop- Declaration of Independence erty and suffrage, August 7, 1787; Early draft, as Session 2. The Idea of a Republ;can Society reported by the Committee on Style; Proposal Readings: for a Bill of Rights The Great Republic, chapters 7-9 Objections by delegates who would not sign: Encyclopedia, "Republican Form of Government"The Federalist, numbers 10, 35; The Complete Jefferson on the commercial republic: Notes on Anti-Federalist, by Herbert J. Storing, Federal the State of Virginia (Query 'y II, "Population," Farmer, I-III and VI-VII Query IX, "Manufactures," Query XXII, "Public Session 6. Ratification Revenues and Expenses"); Letter to John Jay on Readings: foreign commerce, August 23, 1785; Letter to The Federalist arguments for ratification: Er- Charles Bellini on "The vaunted scene of Europe,"cyclopedia, "Ratification of the Constitution"; The September 30, 1785; Letter to James Madison on Federalist, numbers 48, 49, 51, 78 ... 14 READING AND DISCUSSION.1:3 Reading Program. Two American Biography: The Founders of the Constitution

BECAUSE THEY APPROACH THE PAST through the lives of actual Option A people, biographies attract readers who might otherwise be intimidated Biographies of American by the study of history. Particularly when read Founders in conjunction with material that treats the Con- This plan provides for a sequence of programs, stitution directly, biographies are an inviting fo- p -obably at two-week intervals, each with an rum for becoming familiar with many aspects of opening lecture and a concluding general discus- American life and politics during the founding s:on. The specific works in such a series will vary, era. For example, if one reads first about the depending on the length of the series and local Constitution and then reads Washington: The In-preferences. The following sample syllabus pro- dispensable Man, one's understanding is likely to poses readings for each session that will stimu- be altogether richer. late discussion of the events of the time by Biographies might easily be complemented looking at the people who lived them. with works that deal more generally with life in the founding era, such as Linda K. Kerber's Sample Syllabus Women of the Republic: Intellect and Ideology in Revolutionary America; with the intellectual his- Session 1. Miracle at Philadelphia: The Story of the Constitutional Convention, May to Se;,tem- tory of the era, such as Gordon S. Wood's The Creation of the American Republic, 1776-1787 (a ber 1787 by Catherine Drinker Bowen (first half: the framing of the Constitution up to the "Great Bicentennial Bookshelf selection); or Forrest Compromise") McDonald's Novus Ordo Seclorum: The Intellec- tual Origins of the Constitution (a Bicentennial Session 2. Miracle at Philadelphia, the "Great Compromise," completion of the drafting of the Bookshelf selection). Constitution, and ratification A sampling of one-volume works on the intellectual, social, and cultural life in the founding Session 3. Washington: The Indispensable Man by James Thomas Flexner period may be combined with the reading of bi- Session 4. Washington: The Indi.5pensable Man ography. These works might include selections (concluded) in the "History" and "Biography of the Leading Session 5, Women of the Republic by Linda K. Founders" section of the Bicentennial Bookshelf. To this list the following titles might also be Kerber (University of North Carolina Press pa- added: Benjamin Franklin, Autobiography; perback edition) Session 6. Jefferson and Madison: The Great Lynne Withey, Dearest Friend: A Life of Abigail Adams; Mary Both Norton, Liberty's Daughters; Collaboration by Adrienne Koch (Oxford Univer- sity Press paperback edition) Pauline Maier, The Old Revolutionaries; Charles S. Sydnor, American Revolutionaries in the Mak- ing; or Adrienne Koch, Jefferson and Madison: The Great Collaboration. Useful supplements are the following one- volume editions of writings of the Founders rep- resented in the Bicentennial Bookshelf: Thomas Jefferson, Writings, edited by Merrill D. Peter- son; Alexander Hamilton, Selected Writings and Speeches, edited by Morton J. Frisch; and The Mind of the Founder: Sources of the Political Thought of James Madison, edited by Marvin Meyers.

5 14READING AND DISCUSSION

Option B George Washington and the Constitution This simplified series requires that participants read only one or two books. James Thomas Flex- ncr', ;vashington: The Indispensable Man offers a basis for exploring American politics from the colonial period through the first eight years under the 1787 Constitution. A resourceful scholar- teacher can use this book in sections and can provide supplementary material to expand Flex- ner's scope of interpretation. This volume should be teamed with collections of primary source material: The Federalist, edited by Jacob E. Cooke, presents arguments made in favor of ratification of the Constitution. Thomas Jefferson, Writings, edited by Merrill D. Peterson, is a source of primary documents. A paperback book that includes many of the key documents of the era is The Constitution: A Doc- umentary and Narrative History by Page Smith. Another useful supplement to Washington's biography is the Records of the Federal Con- vention of 1787, edited by Max Farrand. See especially Washington's -3rrespondence with reference to the framing and ratification of the Con- stitution, in Volume 3. The key to this series is its simplicity: just two books Flexner and any collection of primary materials. The syllabus is minimal, with details to be worked out locally by an imaginative teacher or team of teachers. The mix between lecture and discussion can vary, depending on the reading assignment.

16 READING AND DISCUSSION15 Reading Program Three The Constitution: Our Written Legacy, 1787-1987

THE HISTORY OF THE U.S. CON- Session 2. Creating the American Language of STITUTION reveals the changes and Government: Philadelphia, 1787 the continuities in the nation's values The readings in this section address the central and ideals. Through amendment and issues confronting the Framers of the Constitu- interpretation, the "supreme law of the land" tion, exploring such diverse concerns as separa- drafted in an age different from our own, has tion of church and state, the people's right to remained for two hundred years a living and rebellion, and the writing of the Constitution it- working document. self. The readings deal with the difficulties of Created by the Pennsylvania Humanities Coun- creating government anew, of making political cil with an exemplary award from the National ideals, and of balancing liberty with justice. Endowment for the Humanities, The Constitu- Readings: tion: Our Written Legacy is a complete reading Virginia Statute of Religious Liberty program. The textbook, compiled by the council, Shays' Rebellion: Excerpts from address by contains excerpts from the cited sources. The Daniel Gray and from letter to the Hampshire text can be obtained from the council. Herald from Thomas Grover The Bicentennial Bookshelf reference works The Northwest Ordinance ca, ,,erve as background texts for the program. The Constitution of the Unitedbtates All of the cases, statutes, controversies. or eventsThe Last Day of the Constitutional Convention cited in the program are examined by scholars in (James Madison) essays contained in The Founders' Constitution, Session 3. The Language of Reasoned Debate: edited by Philip B. Kurland and Ralph Lerner, or The Federalist Triumph and the Bill of Rights The Encyclopedia of the American Constitution, These documents present the various arguments edited by Leonard Levy. for and against the ratification of the draft Con- stitution and the differing interpretations of the Syllabus meaning of the Constitution that arose in th a early Session 1. Old Words for New Readers: Learning years of the Republic. The tension explored is be- the Constitutional Alphabet tween maintaining a strong central government The readings in this section include some of the and protecting individual liberties and rights. documents that comprise the intellectual and po- Readings: litical sources of the Constitution, ranging from The Federalist (Numbers 1, 10, 51, 70, 78) the Great Charter granted the English barons by The Bill of Rights King John to the Articles of Confederation, the Hamilton's Opinion on the Constitutionality of first government of the United States. These doc- the Bank uments address three questions: What are politi- Jefferson's Opinion on the Constitutionality of cal rights? Who possesses these rights? What is the Bank the role of the government? The Alien and Sedition Acts Readings: The Kentucky Resolution Magna Carta The Mayflower Compact The Bloudy Tenant of Persecution for Cause of Conscience (Roger Williams) Leviathan (Thomas Hobbes) Second Treatise... On Civil Government (John Locke) Declaration of Independence Articles of Confederation lbREADING AND DISCUSSION

Session 4. Learning to Read Our Own Words: Session 6. The Same Old New Words: The Living Interpreting and Amending the Constitution in the Constitution Today Nineteenth Century These are readings on the most contemporary The Constitution contain., provision for its amend-constitutional issues of the past few decades, in- ment. However, it does not offer a clear guide- cluding questions of presidential power, war pow- line for interpreting its meaning. The readings in ers, affirmative action, equal rights, and voting this session explore the nature of judicial rev"v age. (the interpretation of legislation's constitutional-Readings: ity), amendment, and constitutional change. Griswold v. Connecticut Readings: Presidential Succession (Amendment XXV) Marbury v. Madison The Cooper-Church Amendment McCulloch v. Maryland New York Times Co. v. United States Gibbons v. Ogden Voting Age Amendment (XXVI) Lincoln's Message to the Special Session of Swann v. Charlotte-Mecklenburg Board of Congress Education Civil War Amendments (XIII, XIV, XV) The Tenure of Office Act Controversy: ExcerptsRoe et al. v. Wade from Tenure of Office Act, Veto (by Andrew Jack- War Powers Resolution son) of the Tenure of Office Act, Command of the United States v. Nixon Army Act Regents of the University of California v. Bakke Excerpts from Articles of Impeachment of Pres- ident Johnson Excerpts from Civil Rights Act of 1875 Plessy v. Ferguson Session 5. Words for Action: The Constitution in Modern Times Major social, political, and cultural issues in the nation's history have becomeeventuallymajor constitutional issues as well. Women's suffrage, Prohibition, conflicts between labor and manage. ment, civil rights, prayer in the schools, and the rights of the accused are examined in readings from the mid-twentieth century. Readings: Reform Amendments (XVI, XVII) Schenck v. United States More Reform Amendments (XVIII, XIX, XX, XXI) A.L.A. Schechter Poultry Corp. et al. v. United States National Labor Relations Board v. Jones and Laughlin Steel Corporation The Roosevelt Amendment (XXII) Brown et al. v. Board of Education School District of Abington Township, Pennsyl- vania v. Schempp The Right to Vote (Amendment XXIV) Miranda v. Arizona

18 REA DING AND DISC GS S I ONsI7 Setting UpaReading Program

THE SAMPLE BICENTENNIAL 1. Set up an advisory board. This group of three READING and discussion programs or four but no more than six (including the librar- have been compiled from the col- ian and patrons) should choose the topic and for- lective experience of the staffs of mat that they believe will be of the greatest State Humanities Councils that have conducted interest to the community. reading programs for the general public. 2. Prepare a budget. A budget should include The format for the reading programs involves scholars' fees, book purchases, printing, publicity, five or six two-hour sessions composed of lecturesetc. followed by open discussions of materials that 3. Recruit the scholar-presenter. Select the read- have been read in advance. Program participantsing and discussion scholar with care. In some sign up in advance at the library; books and othercases, the best known specialist may not have reading material then are either sold or loaned tothe skills needed to serve as discussion leader. them. Because these sessions are based on dis- Make no commitments until you have the person cussion and dialogue, the size of the reading you want. A good approach is to ask for resumes group should be limited to about twenty in a from a list of scholars you have compiled and small library setting to forty or more in a large then consult with department heads, librarians, city library. and others. The presenter should be re- -ded by The following brief outline of steps to keep in peers as an exceptional teacher. It is adl, !sable to mind also gives a list of the materials and sign a contract with the scholar that stipulates resources needed in planning ? reading and dis- his or her specific duties. cussion program. e 4. SPt the dates for the program. Setting the program dates should include a thrPP-way con- versation among the library, the scholar-presenter, and the program director. Begin by obtaining a commitment from the site where the program will be held for a tentative set of dates. 5. Prepare the syllabus. A reading program relies on a syllabus, prepared by the advisory group and/or scholar. The scholar may select materials from throughout the books and antholo- gies that appear on the syllabus. These books are then made available in sets to the site for use by program participants. 6. Purchase the books. If books are to be purchased for the participants, orders should he placed at least four months in advance of the program date. Discounts for large orders are generally available from the publishers themselves or from wholesalers. 7. Design and print the brochures and posters. Regardless of the size of the community, most libraries can make good use of fifty posters and two hundred brochures. Allow time for printing any special fliers or for typesetting or designing materials. Professionally printed materials may take up to six weeks in turnaround time. If the budget allows, have advance publicity done professionally. Presenting the program in a focused, professional manner will help generate public awareness, interest, and advance registration.

19 18READING AND DISCUSSION

8. Two months before the start of the program, 13. Check resources. The resources needed to deliver all materials to the site. Do not underesti- conduct a reading program include the following mate the amount of tim ? needed to take care of items: bank account and bookkeeping system; vital details. Ordering books; seeing to details of workroom for program organizers; meeting place; preregistration; handling correspondence books; a dry storage area for books; posters and between the program director, the scholar- brochures; office supplies; librarian packet (pro- presenter, and other interested groups or indi- gram description, sign-up forms, sample news viduals requires planning, preparation, and staff release, close-out forms); scholar packet (sample time. syllabi, program description, contra:I). 9. One month before the start of the program, It 14. Remember, face-to-face contact during the confirm details with library where program is to be planning stages is best. Consult with key people held. Are the posters and brochures on site? Are frequently. A caution about book loans: some the books in? Begin the book check-out. reading programs have lost as much as 10 per- 10. Prepare news release or public service cent of their books through failure of the partici- announcements twenty-one days in advance. Con- pants to return them. It is the coordinator's tact local media outlets (i.e., newspapers, radio/ responsibility to see that loaned books are TV stations) to determine deadlines for submis- returned. sion of press releases or public service announcements. 11. Fifteen days in advance, check on preregistration and confirm the time and place with the scholar-presenter. 12. The week before, conduct follow-up calls, if necessary. If forty participants are expected, at least twenty should be signed up a week before the start of the program.

20 Conferences

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THE BICENTENNIAL BOOKSHELF Displays. An entry lobby or separate room at list of reference works provides a the conference site can be set up with a display of selection of primary and secondary materials and available resources. Some elements resources that illuminate funda- of that display might be: mental issues surrounding the origins and early a sample of the Bicentennial Bookshelf with history of the U.S. Constitution. Conference pro- information on how participants might locate, grams offer an ideal setting to explore these fun- borrow, or use the works; damental issues because they bring together a a poster or other exhibit, such as "The Bless- group of people for a concentrated period of time ings of Liberty" traveling exhibit, developed to focus on specific, well-defined questions. by Project '87, or the "Miracle at Philadelphia" The following three conference models present poster, developed by the Friends of Independ- formats and sample topics for three audiences: ence National Historical Park; or the general public; lawyers, judges, legislators, an exhibition of teaching materials at the an public officials; and secondary school teach- teachers' conference, such as media presenta- ers. The latter two programs, although aimed at tions on the Constitution. a particular audience, need not be exclusive. Information packet. A packet of materials may Others in the community may welcome the oppor- be distributed to all participants. Such a packet tunity to attend these more specialized programs, could include a copy of the U.S. Constitution, pref- to participate in the exchange of ideas. and to erably a copy that includes historical and docu- benefit from the unique perspective each offers. mentary commentary; a brief chronology of These formats may be adapted to fit specific events of the constitutional era; and the Bicen- needs of a community. If you wish to explore tennial Bookshelf reading list, together with rel- different areas, reach a different audience, or evant supplemental readings. This packet might formulate different topics, it would be best to also provide descriptions of the Bookshelf refer- meet at the outset with scholars and community ence works, such as The Fou tiers' Constitution, members to design the new program with the which contains historical and documentary com- target audience clearly in mind. In devising a mentary, and The Encyclopedia of the American new program, or revising the models presented Constituticn, which uses article" by recognized here, it is important to keep in mind that the authorities to highlight the Constitution's history. conference should be more than a list of topics; it Background readings. In advance of the event, should be a cohesive program in which the parts conference organizers may wish to send biblio- fit with one another and with the whole and in graphic information with registration materials which the topics, themes, and approaches are and directions to the siteso that participants suited to the audience. may do preliminary reading before attending the Whichever format or topic is used, there are a conference. number of ways to enhance the conference program by using the Bicentennial Bookshelf and the bibliography.

22 CONFE RENCES21 Conference Program One A Bicentennial Conference for the General Public

ACONFERENCE that connects a In planning a conference for the general com- particular state or region to the cre- munity, the Maryland Humanities Council focused ation and ratification of the U.S. Con-on an event that took place in Annapolis almost stitution can have great appeal. For one year before the Constitutional Con, ..Lion of the original thirteen states, the tie to the consti- 787. The Annapolis Cons t,ntion of 1786, at which tutional convention and ratification process is the call was issued for the Philadelphia meeting, fairly direct. People in other states may want to was a logical focus in Maryland for beginning a identify other important links, possibly historic, discussion about the Constitution and the state's possibly based on a timely topic that is rooted in role in the creation and ratification of that docu- the drafting of the Constitution. For the states of ment. The theme was then broadened to include the old Northwest Territory, for example, a two major addresses on the U.S. Constitution theme such as "Constitutionalism on the Moving itself, one from the point of view of a "practi- Frontier" would be appropriate. The conference tioner," former U.S. Attorney General Benjamin could cover the view of the West held by those Civiletti; and one from the perspective of a re- who drafted the Constitution and the broader nowned historian, Professor Richard B. Morris. issue of the equality of states as members of the The morning session established the historic Union, a matter that leads to consideration of the background with four formal talks on Maryland very nature of the Union. In the far West, in history. These included papers on Maryland be- addition to these themes, the issue of federal re- fore, during, and after the Constitutional Conven- sponsibility for the development of the national tion. The workshop sessions, aimed at community domain, particularly as it affects the control and and teacher audiences, were devoted to explor- management of land and national resources, is ing ways of communicating information and important. The nature of federalism the relativeproducing programs on the Constitution in com- power of state governments and the national munities and schools. The event concluded with a governmentremains an important topic in all tour of the Maryland Hall of Records, thus giving regions of the United States. Many states or re- the public an opportunity to witness the work gions will find a significant tie to the Constitution and documents of historical research. in an early case or event: for example, the Louisi- ana Purchase, the Dred Scott Case, the Burr Con- spiracy, and Plessy v. Ferguson. An entire region might be selected for exploration, as in "The South and the American Constitutional Tradi- tion," a program of the Florida Endowment for the Humanities.

2 3 22CONFERENCES

One of the strengths of this conference was the 11:00-11:20 cohesion of its content: It covered topics that re- "Transformation in Maryland: The Conversion of lated logically to each other and to the whole. the Anti-Federalists" Another of its strengths was the brevity of the 11:20-12:00 presentations, allowing sufficient time for panel Commentary and panel discussion discussion and questions and answersan ex- Questions invited from the audience change between scholars and the general public. 12:15-1:45 Resource materials in a separate room not only LunchGovernor Calvert House supplemented the conference content but in- Presentation of special guests formed the participants about what materials are Introduction of luncheon speaker available for classroom or community use. A "Some Observations on Constitutional Longevity" shared lunch allowed people to continue the dis- Afternoon Session cussion of the day's themes without an abrupt The Living Constitution: Taking the Constitution break; and the workshops, stressing teaching and to Your Community production of public programs, gave people an opportunity to react and interact on themes 2:00-2:30 introduced during the day. Introduction of keynote speaker "A Constitution for Posterity" Schedule of Events 2:30-4:00 Program One Workshop I "Teaching the Constitution" The Annapolis Connection: Workshop II "Coma ;morating the Bicentennial Maryland and the U.S. Constitution of the Constitution" A Program for the General Public 4:00 8:30-9:15 Tour of the new Maryland Hall of Records Registration Reception following tour 9:15-9:45 8:30-4:00 Welcome Resource room open (movies, displays, posters, Introductions of special guests program materials) Morning Session: Formal addresses on Maryland and 'he U.S. Constitution 9:45-10:05 "Maryland on the Eve of the Philadelphia Con- vention: The Annapolis Call for a Constitutional Convention" 10:05-10:25 "Maryland at the Philadelphia Convention" 10:25-10:40 Break 10:40-11:00 "Ratification in Maryland: Federalists v. Anti- Federalists"

24 CONFER ENCES23 Conference Program Two A Bicentennial Conference for Lawyers, Judges, Legislators and Public Officials

ASPECIAL PROGRAM can be 10:15-10:30 targeted at those who draft, inter- Break pret, deal with, and enforce the law. 10:30-12:00 The format should include opportuni-Concurrent discussion groups on basic themes: ties for panel discussion, debate and argument, 1. "Liberty Under the Law: Reconciling Freedom and open exchanges; but it should also provide and Order" substantive background on the antecedents of 2. "The Balancing of Powers: Executive-Congres- the Constitution and on the context in which the sional-Judicial Roles in a Changing World" document was drafted. A program might open 3. Federalism: The Nation vs. the States with background on the historical, philosophical,4. The Fourth Branch of Government: The Bu- political, and legal origins of the U.S. Constitu- reaucracy: The Impact of Administrative and tion. It could explore the roots of the Constitu- Regulatory Law on the Judiciary tion in classical and English thought, in the 12:15-1:30 colonial constitutions, and in English law. A sec- Lunch ond background lecture could deal with the context, character, and training of the delegates to 1:30-3:00 the constitutional convention, and how these fac-Plenary Session: "What is Law?" tors affected the outcome of their deliberations. Open discussion and debate led by panel of ex- The conference participants might then break perts, with a moderator. Each member of the up into smaller groups, in a workshop format. panel gives five-to-ten minute statement. These sessions would provide the opportunity The Constitution: Two views on contemporary for an informed exchange on enduring themes judicial interpretation and issues from the text of the Constitution. Fi- The Role of the Judiciary: Interpreter of the nally, the event could include a major session on Constitution or shaper of public policy the nature and interpretation of law. This ses- Jurisprudence of original intent sion might be led by a panel which would have Where do we find the law? Interpreting vs. dis- representatives from a variety of disciplines: lawcovering the law: the view of the founders on school faculty, political and social scientists, his- fundamental and/or natural law torians, philosophers, ethicists. Such a session 3:15-3:30 could explore enduring and controverF1 ques- Break tions about the nature of law: discovery vs. inter-3:30-4:00 pretation of the law; the role of the judiciary as "Looking Forward:he Constitution in the interi.:eter of the Constitution and shaper of pub-Twenty-first Century" lic policy; and contemporary views on judicial interpretation. Schedule of Events Program Two "In Order to ... establish justice ...": Program for Lawyers, Judges, Legislators, and Public Officials 9:00-9:15 Welcome and introductions 9:15.9:45 Speaker: "Foundation of Liberty: Roots of tlie Constitution" 9:45-10:15 Speaker: "The Founding Fathers: Character and the Constitution." The ideas, motives, interest, passions, and training of the Framers, and how such matters affected the document

25 24C0NFERENCES Conference Program Three A Bicentennial Conference for leachers

AUDIENCES OF SECONDARY and A third important topic is the debates over junior high school teachers are very ratification. This will introduce arguments essen- important both in their own right tial to the teaching of both history and govern- and as purveyors of information to ment. The arguments in The Federalist, edited generations of students. Because many teachers by Jacob E. Cooke, also can provide a good must teach both history and government, a broad starting point for student debates exploring con- range of topics should be covered in the stitutional issues. presentation/discussion/question-and-answer The fourth session could explore the growth format. Teachers value the practical hands-on and development of the Constitution through experience workshops offer, as well as the intro- amendment and judicial interpretation. duction to available resources and materials such Each of the scholars presenting the back- gatherings provide. ground information should prepare a short sum- The morning sessions should be devoted to mary of major issues to be explored more substantive background, given in formal presen- intensively in the discussion. tations; but sufficient time should be allowed for After lunch, workshop sessions can suggest exchange of ideas and for questions and answers. practical applications. One workshop could be Speakers might prepare background papers 'or devoted to .specific ways to involve students in discussion on the topics normally addressed by an exploration of the Constitution through an teachers in their classes. For example, why did explanation of ideas, materials, and methods for people in 1787 find it necessary to draft a Consti- teaching about the Constitution (for example, by tution? What was happening at the time? The developing a mock constitutional convention; by presentation could also discuss what issues or staging debates over ratification; or by bringing problems the Framers sought to address in the into the classroom special guests or actors por- document, and how they did so. traying historical figures). The workshop could This discussion will lead naturally into a sec- include the introduction of the resources them- ond topic: What form of government did the selves: curricula, videotapes, workbooks, guide- delegates seek to establish, and why? This pre- books, lesson plans, bibliographies, computer sentation can then cover some essential ques- programs, games, and poster exhibits. tions about forming a government based on The second workshop could describe and dis- federalism (balancing state and national pow- cuss successful programs already in place to ers); the separation of powers (in the executive, improve the teaching of the Constitution, with legislative, and judicial branches as checks presentations by those familiar with such against excessive power developing in any programs. branch); an I amendment processes. The third workshop could be on understanding the federal Constitution and might begin with discussing issues and elements in our daily lives that have been shaped by the Constitution (for example, a single currency,. A concluding plenary session might present and discuss the following question: What principles, values, and issues of our constitutional heritage should be employed in + he teaching of students as future citizens? The presentation could provide historical background by discussing the value placed on education by the Founders the need they saw for an educated citizenry and the tie they envisioned between education and civic and public virtue (touching on the ideas of Jefferson, Madison, Benjamin Rush, and others).

26 CO ER ENCES25

Schedule of Events 1:30-3:00 Program Three Afternoon workshops: simultaneous "... to ourselves and our NE' 3rity ...": Conveying 1. Materials, methods, and ideas for classroom Our Constitutional Legacy to 0. Students use 8:30-9:15 2. Successful models: efforts throughout the na- Registration (and coffee) tion to improve the teaching of the Constitution 9:15-9:30 3. Starting at Home: issues and elements in our Welcome and Introductions daily lives that have been shaped by the (Morning formal presentations, each follow,::d byConstitution question and answer period) 3:00-3:15 9:30-10:00 Break "Why Was There a Need for the Constitution in 3:15-4:00 1787?" Plenary session presentation: "An Educated Cit- 10:00-10:30 izenry and Public Virtue: The Founders' Vision "Designing a Government: A Delicate Balance" of Today" 1The importance of education and civic (What problems did the drafters try to addr,-s virtue in a democracy) and how did they address them?) 10:30-10:45 Break 10:45-11:15 "To Ratify, or Not to Ratify: Debating the Need for a Constitution" 11:15-11:45 "The Frst 200 Years: The Growth and Develop- ment of the Constitution through Amendment and Judicial Interpretation" 12:00-1:30 Lunch 26C0NFERENCES Settiagup aConference Program

ACONFERENCE IS A HIGHLY 6. Establish registration fees and procedures. PUBLIC format that can accommo- Keep the registration fee, if required, low and the date a large number of people. Con- procedures simple, to allow the greatest number ferences t...fer a variety of arenas for of people possible to be involved. Advance regis- learning about the Constitiltion: long or brief tration, with a deadline, will help you gauge the lectures, panels, question-and-answer sessions, size of your audience (for handouts, meals, etc.) film or video presentations, and any combination and will encourage people to commit their time of these. The topics, format, length of the confer- to your conference. ence, and location should be selected to suit the 7. Publicize the program. Get the word around audience at which the program is targeted. especially through general notices, press re- For any conference, there are some important leases, mailings, and contacts with groups with a general points to consider in advance planning. special interest in the program (for example, 1. Allow ample lead time. Time will be needed to historical societies; civic groups; universities and arrange for the speakers and the site; to seek colleges; library membership groups; public offi- funding, if necessary, for the project; and to cials, teachers, lawyers and judges, for their publicize the program properly in the community respective programs). Allow time for designing and local press. If funding is in place and the and printing fliers and posters. If the budget program is small, three to six mr aths may be allows, it is preferable to have printing done sufficient for planning. But, if funding needs to professionally, but it may take up to six weeks. be secured and a large program is planned, more The press can be very helpful in getting the word than a year should be allowed. out about the event if you inform and interest 2. Prepare a budget. A budget should include them. Background materials prepared in ad- fees for scholars or speakers, publicity, printing, vance and distributed at the conferences are etc. helpful for members of the press attending. 3. Select a proje -t coordinator. Secure an experi- 8. Check nuts and bolts. To ensure the comfort and enced project coordinator, preferably someone convenience of the audience, be sure that light- who has coordinated other conferences or similaring, heating and air conditioning, and micro- projects and will be sensitive to the presentation phones, are all working. Be sure that seating is of a scholarly topic in a public format. adequate; people learn more when they can see 4. Select the right location. Libraries and other and hear without effort and in comfort. Don't public sites are ideal meeting places and can forget coatracks or a coatroom if the season often be secured at no cost. A well-known his- requires them. toric site may attract a great number of people. 9. Collect conference papers. Copies of the Consider basic questions such as access, parking, papers formally presented at the conference and familiarity of location. should be made available at the conference or 5. Meet with scholars to discuss the program con-through an order form available at the conference. tent. Select a strong planning committee made (The costs of post-conference publication usually up of scholars anc: community representatives. outweigh the benefits, unless the topics have Discuss the selection of speakers, discussants, enduring relevance and a market exists for the and moderators for the program. Try to find published papers.) scholars who are regarded by their peers and students as exceptional teachers. Describe to the scholars t 'le topic to be addressed, the relationship of this to other topics and the overall theme, and the nature and size of th, audience.

28 27

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29 28LECTURE SERIES Preface to the Materials

THE CONSTITUTION REPRESENTS Lecture planners could invite local libraries to a vision of what American society is, schedule follow-up reading , nd discussion groups should, and might be. A lecture series or to arrange other program.; highlighting the on the major elements of the Consti- Bicentennial Bookshelf holdings. Libraries can tution enduring issues, Founders and shapers, also be encouraged to display and promote their development through timecan help focus at- holdings about the Constitution if this can be tention on the nation's vital character and conveniently done at the lecture site. Libraries heritage. might also assist by publicizing the lecture series A lecture series may be extensive, including and the texts of the Bookshelf that have bearing monthly programs stretching over a year's time on particular lecture topics. (and perhaps with multiple locations), or it may Again, reading should be emphasized. The be more modest in scope. Lectures in history, Bicentennial Bookshelf resources should be pub- jurisprudence, and political science, as well as in licized as an integral feature of a lecture series to other disciplines of the humanities, such as liter- provide participants with opportur ities for fur- ature, philosophy, religion, and art history, might ther reading and reflection. be used. Lecture topics in the three model programs have been grouped under three broad categories. Any one of these categories, linked with the themes of the Bicentennial Bookshelf, can serve as a strong outline for a coherent lecture series. These categories are not exclusive, however. They represent combinations of lecture topics organized around themes. Planners might want to select topics across categoriessuch as an opening lecture on the intellectual background of the Constitution, two or three on major public figures of the founding period, and several on specific constitutional issues.

30 LECTURE SERIES29 Lecture Program One The Blessings of Liberty: A Constitutional Chronology

NE POSSIBLE ARRANGEMENT of topics is chronological, examining the development and evolution of the Constitution through our nation's history. Under this approach the individual topics that follow might be separate lectures, or they might be combined in some cases. Theme: The Birth of the Constitution Selected lecture topics: Britain's Constitutional Tradition The Mayflower Compact and the New Eden Locke, The Declaration of Independence, and the American Revolution The Articles of Confederation: An Experiment in Unity Theme: The Convention Selected lecture topics: The Founders and Their Issues Compromise and Creative Tension in the Constitution What the Founders Thought They Created Theme: Ratification and Beyond Selected lectu re topics: Federalists and Anti-Federalists: An Ongoing Debate The Bill of Rights and American Freedoms State Constitutions: Roots and Branches The Supreme Court and judicial Review As Others See Us: The Influence of the U.S. Constitution on Other Nations' Codes The Constitution at 200 For Bicentennial Bookshelf resources on Consti- tution Chronology, see Appendix, "Bicentennial Bookshelf," Section I, Primary Sources, and Sec- tion II, History.

31 30LECTURE SERIES Lecture Program Two Founders, Shapers, and Interpreters of the Constitution: The Evolving Legacy

THIS LECTURE SERIES focuses on participants in the Philadelphia Con- vention, justices (and others) who have interpr, ted the Constitution, and figures associated with major constitutional issues. The following are examples of lecture topics on these individuals: George Washington and the Invention of the Executive Benjamin Franklin: The Enlightenment Spirit and the Self-Made Man Thomas Jefferson: The Agrarian Dream in a New Nation Alexander Hamilton: Federalism and the New Order James Wilson: The Concept of Popular Sovereignty James Madison and the Extended Republic John Marshall: The Development of Judicial Power Constitutional issues relating to civil rights, women's rights, due process, and other key issues and events such as Cp.: Civil War might also be the focus of lectures. For Bicentennial Bookshelf resources on Founders, Shapers and Interpreters, see Appendix, "Bicentennial Book- shelf," Section IV, Biographies of the Leading Founders, and Section III, Collected Works.

32 LECTURE SF:RIES31 Lecture Program Three Enduring Constitutional Issues: The Dynamics of America's Government of Laws

SIGNIFICANT LOCAL OR REGIONAL Topics Related to the "Thirteen Enduring Issues" history might be strongly reflected in Getting the Law on Them: America's Fixation lectures. A comparative examination on Litigation to Settle Disputes of national and local perspectives on The Imperial Judiciary the issues can extend the series' scope, stimulateThe President vs. Congress: Executive Privi- further reading and discussion, and give the lege and Powers participants a sense of context. America's Sense of Itself as a Constitutional One lecture might be given on each topic in an Nation (Literary, philosophical, and historical extended series, or several lectures on selected viewsperhaps compared in various eras of U.S. topics could be grouped under a theme, such as history) "Indivitlualism and the America. _: aracter," or The American Presidency: From Washington "The Constitution and the Citizen." to Reagan (a comparative focus on particular The following broad topics can also work as issues, with famous addresses by the presidents themes for lectures. These topics, call "d "Thir- as a possible r: llying point) teen Enduring Issues," were developed by the The Fourth Estate: Media Power in Reporting Joint Committee of Project '87, a cooperative and Creating Political News (issues associated bicentennial project of the American Historical with access to the media; relationships Association and the American Political Science among government leaders, policy, and mass Association with support from NEH. communication) Ourselves and Our Daughters: Women and the Thirteen Lecture Topics Constitution (assumptions of the Founders about National Power: Limits and Potential the roles of women, children, and families, in Federalism: The Balance Between Nation and light of challenges to the Constitution that have State evolved over the years; either a thematic or The Judiciary: Interpreter of the Constitution biographical approach might be used) or Shaper of Public Policy? Church, State, and the First Amendment (an Civil Liberties: The Balance Between Govern- examination of the tensions built into our plural- ment and the Individual istic system, with individual presentations on Criminal Penalties: Rights of the Accused and such topics as education, American culture, lau, Protection of the Community and other nations' perceptions of America's reli- Equality: Its Definition as a Constitutional Valuegious freedom). The Rights of Women Under the Constitution The Bill of Rights: America's Foundation of The Rights of Ethnic and Racial Groups Under I reedom (separate presentations on each free- the Constitution dom guaranteed by the Bill of Rights). *Presidentill Power in Wartime and in Foreign For Bicentennial Bookshelf resources on En- Affairs during Issues, see the four rn...jor reference works The Separation of Powers and the Capacity to in the Appendix, "Bicentennial Bookshelf," as Govern well as Primary Sources; Section II, History; Avenues of Representation Section III, Collected Works; and Section IV, Property Rights and Economic Policy Biographies. Constitutional Change and Flexibility

3 3 32 LECTURE SERIES Settingup aLecture Series

THERE ARE SEVERAL STEPS to Lecturers, when selected, must be carefully remember when setting up a lecture instructed on the audience, the thematic thrust series. of the program, the way their lecture fits 1. Organize a planning group. In any with the whole, and their specific program community or area, there are many different responsibilities. groups that might sponsor a lecture series: a 7. Publicize the series. A strong start-up effort is bicentennial commission, civic and service groups, absolutely necessary, and promotion must con- cultural organizations, churches, labor and pro- tinue throughout the run of he series. Early in fessional associations, schools, and government the planning, those responsible for promotion agencies. Any planning group should consult its should decide which target groups should attend state humanities council for information about the lectures, devise specific strategies for reach- funding sources, qualified speakers within the ing each of them, and assign those tasks to par- state, and other available resources. Humanities ticular individuals. State Humanities Councils council staff -lso can suggest planning consult- can provide excellent suggestions for developing ants and program logistics and explain guidelines. an effective promotional campaign. Profession- 2. Choose a series. Any lecture series, regard!ess ally printed materials may take up to six weeks of duration, should be internally and intellectu- in turnaround time. If the budget allows, have ally coherent. Lectures must fa together. Plan- this advance publicity including fliers, and ners and organizers should choose lectures that posters done professionally. Presenting the pro- complement one another. gram in a focused, professional manner will help 3. Establish a schedule. The lecture series should generate public awareness, interest, and ad- be geared to the target audience. Although lec- vance registration. tures are often given during evening hours, a 8. Expect last-minute problems. Flexibility, a brown-bag luncheon series can be quite success- sense of humor, and an extra extension cord are ful in attracting people at their respective work- crucial elements in any successful lecture series. places. Weekend lectures may also be manageable,Planners snould be prepared to cope with last- depending on local interest and customs (and minute crises by anticipating the many things excellent promotion). that might go wrong. For example, the meeting 4. Tap other resources. Organizers should be room or lecture hall should be checked early, and alert to other resources or prop ms that can again right before the program, for such things extend the benefit of the lecture sk. ries. For as sufficient seating, properly working sound example, many State Humanities Councils have equipment and adequate ventilatio. resource centers with extensive audiovisual Speakers should be notified in writing about holdingsfilms, videocassettes, exhibits, and their responsibilities, and they should be sent slide-tapes. Some of these materials may relate maps and other necessary local information. They di. ectly to the theme of a lecture or the series. A should receive this written information in ad- number of State Humanities Councils host Chau- vance; a follow-up call or letter closer to the tauqua programs featuring scholarly presenta- event may be helpful. tions by individuals with public programming 9. Emphasize additional reading. Finally, at each skills. Museums may be interested in mounting program, the oppor tunities for further reading special exhibits: A historical museum may pres- and reflection should be emphasized. After a ent an interpretive view of a historical era, or an stimulating, intellectually challenging program, art museum might examine the cultural milieu of people often ask, "Where do we go from here? an earlier time through an exhibit on representa- What should we do about what we have learned?" tive art, architecture, and music. The perfect answers are: To the library. Read, 5. Prepare a budget. A budget should include p6nder and come back for the next program." publicity, lecture fees, printing costs, etc. 6. Lind the right speakers. The success of the lecture series will ultimately depend on boar the content and the quality of the speakers' presentations. Lecturers must be strong scholars and proven, outstanding public speakers. The best lecturers are usually those considered by their peers and students to be superior teachers. 3

34SEMINARS AND INSTITUTES Preface to the Materials

INSTITUTES AND SEMINARS take as The model programs presented here have been their primary task the encouragement of a designed to use the Bicentennial Bookshelf not deeper understanding of the subject mat- only with a primary audience of teachers and ter of the humanities. To accomplish this school administrators, but also with interested goal, institutes and seminars usually are de- and ambitious members of the community. The signed to give intensive training during a rela- first institute course, "The American Founding: tively short period of time. They are based on A Study Guide for a Seminar on the Framing of the assumption that adultsteachers, adminis- the Constitution and the Debate Over Its Ratifi- trators, librarians, or simply citizens of the cation: 1787-88," is a complete course with read- community desire such knowledge, particularly ings and study questions. when it is pursued in a collegial atmosphere. The second model program, "Topics and Institutes and seminars are usually led by Sources for the Study of the Con .itution," sets college and university faculty who are expert in out a broad range of subject areas that car their fields and comfortable sharing the dialogue profitably be studied in a seminar or institute and task of interpretation with whoever seri- setting. This syllabus is intended as a guide for ously joins them. The foundation of the institute planning committees and scholars who may wish or seminar is always the written text: primary to focus more deeply on particular parts of the sources combined with secondary sources from syllabus, or to cover all the topics raised. pertinent humanities disciplines. Another crucial "The American Founding" program is a course element. in addition to teacher and text, is the of study that uses the reference works and other involvement of the participants, usually through selections from the Bookshelf. It is a primer on such activities as exploring basic research, writ- the framing of the Constitution that uses pri- ing papers, and participating in small group mary works listed in the Bicentennial Bookshelf discussions, 1 at also from time to time, through to provide understanding of the founding dia- role playing and other forms of imaginative logue over our Constitution. engagement. The "Topics and Sources" program builds on For the most part, many considerations in the Bicentennial Bookshelf bibliography by sug- designing an institute or seminar can be divided gesting additional sources for reading. into questions of formatparticularly length of time, relation to work schedule, and integration in the community and content. Three basic formats are the summer institute of six to eight weeks, the short summer institute of one to two intense weeks, and the evening institute, which takes the same basic approach to the subject matter, but differs in being spread over several weeks. Format and content are linked: Some- times the available time determines the approach to the subject, and sometimes a fixc _l educational objective helps structure the format.

36 SEMINARS AND INSTITUTES:35 Seminar Program One The American Founding

THE PURPOSE OF THIS PROGRAM is to introduce teachers and members Sample Syllabuc0 , of the community to the founding The material has been divided into six seminar dialogue about the American Consti- meeting,. tution. The focus is on the primary riaterials: the Session 1. From the Colonial Debate and the Declaration of Independence, the Articles of Declaration of Independence to the Articles of Confederation, James Madison's "Notes" from Confederation and the Virginia Plan the Convention of 1787, and selected Anti- Readings: Federalist essays. The discussions and writings The following readings for the first session are should constitute a high level of political deliber- available in Winton V. Solberg, The Federal ation and argument. Familiarity with these ma- Convention, and are not available in the Book- terials provides the means to understand the shelf selections. intentions and ideals of the Framers. Declaration of Rights of the Stamp Act Con- gress, 1975 Texts Declaration and Resolves of the First Continen- The texts 1 the Bicentennial Bookshelf contain tal Congress, 1774 almost all the reading material needed for the Resolution of Congress, May 10-15, 1776 institute. All documents relating to debate in theResolution of Independence, June 7, 1776 convention can be easily found in records of the All others are available in previously cited Federel Convention of 1787, edited by Max Far- Bicentennial Bookshelf works. rand. The Federalist, edited by Jacob E. Cooke, Declaration of Independence contains all the Federalist essays cited in the Articles of Confederation readings. References to Anti-Federalist essays The Congressional Resolution for a Federal can be found in The Complete Anti-Federalist, Convention, February 21, 1787 edited by Herbert J. Storing with the assistance The Virginia Plan in the Federal Convention, of Murray Dry. The Articles of Confederation May 29, 1787 (including Governor Randolph's appear in Appendix 2, The Encyclopedia of the introductory speech) American Constitution, edited by Leonard Levy. The Declaration of Independence (and its alter- Study Guide and Questions nate version) appears in Thomas Jefferson, Writ- A. The Colonial Debate and the Declaration of ings, edited by Merrill D. Peterson. Independence Student editions of the following works are Because the early Colonial arguments were available in paperback (except Solberg, which is couched in terms of the rights of Englishmen, out of print). Winton U. Solberg, The Federal what authority in England, if any, did the colo- Convention and the Formation of the Union of nists acknowledge, and with respect to what ac- the American States; Page Smith, The Constitu-tions? Would they permit commercial regulations tion: A Documentary and Narrative History but not revenue-raising measures, or did they (available in paperback); Jack P. Greene, Colo- want tc be free o: all parliamentary authority? nies to Nation, 1763-1789: A Documentary His- What does it mean to profess aregiance to au- tory of the American Revolution; James Madison,thority? What does it mean to profess allegiance Notes of Debates in The Federal Convention of to the Crown but not to Parliament, as the fourth 1787 Reported by James Madison; Clinton Ros- resolution of 1774 implies? Moving to the Decla- siter, ed., The Federalist Papers; The Anti- ration of Independence, we note that reliance is Federalist, edited by Herbert J. Storing and now on natural law and the object of indictment abridged by Murray Dry. is the king, not Parliament. Why do these two shifts occur together? What is the law of nature and nature's God, and how does it describe the relationship between the individual and the community? On the one hand, the rights to life, liberty and the pursuit of happiness are individual, but the right to alter or abolish government belongs to the people. And although the Declara- tion refers to "one people," it is titled "The Unanimous Declaration of the Thirteen United States of America." The question arises whether

3 7 36 SEMINARS AND INSTITUTES

the United States declared independence from Session 2. The Virginia Plan Examined and Great Britain collectively or severally. The ex- Compared to the New Jersey flan and the Hamil- plicit declaration"that these United Colonies ton Plan and Reported Out of the Committee of the are, and of Right ought to be FREE and INDE- Whole (May 30-June 19, 1787) PENDENT STATES " is ambiguous. Because Readings: the Declaration concludes by naming certain *Records of the Federal Convention of 1787, powers that free and independent states edited by Max Farrand possessto levy war, to conclude peace, etc.it From May 30 to June 13, the convention went is useful to examine the first federal Constitutionthrough the Virginia Plan twice. From June 15 to to see where these powers are lodged. June 19, the convention heard from the New B. The Articles of Confederation and the VirginiaJersey delegation, which offered a more modest Plan revision of the Articles, and from Alexander The members of the Federal Convention were Hamilton who, speaking for himself alone, of- faced with a proposal for a completely new and fered a more nationalist constitution than the radically nationalist Constitution on the first full Virginia Plan. The Convention then decided to day of business. Therefore, it is appropriate to report the Virginia Plan out of the Committee of begin the study of the Federal Convention with athe Whole. comparison of the resolutions of the Virginia If the following material related to these events Plan with the Articles of Confederation. The is too much to be covered in one meeting, the following topics highlight the extent and charac- best places to divide it are either after the first ter of the proposed changes. complete examination of the Virginia Plan, at the 1. Sovereignty and the extent of the power. end of the June 5 convention meeting, which Compare Articles II, VI, VIII, and I.A. (Articles of goes through question five, below, on the Vir- Confederation) with the sixth resolution of the ginia Plan; or after the second full examination of Virginia Plan. the Virginia Plan, at the end of the convention 2. Mode of election, apportionment, and recall. meeting on June 13. Compare Article V of the Articles of Confedera- tion with the second, third and fourth resolutions Study Guide and Questions of the Virginia Plan. A. The Virginia Plan 3. Structure of government. Compare Article 1. How do Gouverneur Morris and George Mason IX of the Articles of Confederation with resolu- explain the differences between the national and tions seven through nine of the Virginia Plan. the federal principles of union (May 30)? 4. Mode of amendment and ratification. Com- 2. How does Madison link the change in "suf- pare Article XIII of the Articles of Confederationfrage" (we would say apportionment) to the with resolutions thirteen and fifteen of the Vir- change from a federal to a national union (May ginia Plan. See also Congressional Resolution of 30)? 21 February 1787. 3. On May 31, the convention considers the In addition, the following three rules should be proposal to have the lower house elected by the noted: (1) the voting was by states, with seven people. What is the relationship between this states forming a quorum and majority of the proposal and democracy? What is the relation- delegations present necessary to pass a resolu- ship betty een the proposal and a strengthened tion; (2) any vote could be reconsidered; and (3) federal government? nothing spoken in the House was to be printed or 4. The discussion about the executive, from June reported outside without permission. 1 to June 4, reveals different views on the relationship between executive power and republican government. It also reveals uncertainty concerning the range of executive power. Com- pare Roger Sherman's view with James Wil- son's. Consider Mason's reason for opposing a unitary executive (June 4). 5. The discussion of the ratification proposal (June 5) reveals both juridical and political reasons for departing from the existing constitutional provision (see the thirteenth Article). What 38 problem does it introduce? SEMINARS AN!) INSTITUTES:17

6. When the mode of election for the lower houseone delegate from each state to resolve the issue, is reconsidered on June 6, Sherman and Madisonin the third, the entire compromise package take different positions on the appropriate pow- including the two apportionment principles and ers for the federal government. These two lower house leadership on money bills is passed. speeches provide a prelude to the major issues inWhat were the arguments in favor of this pack- ratification, and Madison's speech is an early age? (In addition to Johnson, cited above, see version of his famous Federalist 10. Oliver Ellsworth, June 29, an-1 Sherman, July 7). 7. How does John Dickinson's understanding of What were the arguments against from Madison the nature and purpose of bicameralism in repub-and the strong nationalists (July 2, July 14)? lican government differ from Madison's (June 7)?4. How does the convention decide on the 8. What is the case for the national negative specific formula for apportionment in the lower (June 8)? What is the case against it? house? Is there any single principle that can 9. What are the arguments that David Brearly account for the final result (July 5-13)? and William Paterson make against the Virginia 5. What are the effects of the "Great Compro- Plan (June 9)? mise" on the Virginia Plan? On American B. The Three Plans Compared federalism? 10. What are the major features of the New Session 4. Empowering the Government and the Jersey Plan (June 15)? See the comparison of the Election of the Presidency (July 16-September 17, New Jersey and Virginia Pians by Wilson as well 1787) as his response to Paterson and Brearly (June Readings: 16). See also Hamilton's reply to the legal chal- Records of the Federal Convention of 1787, ed- lenge to the Virginia Plan (June 18). ited by Max Farrand (July 17-September 17) 11. Consider Hamilton's speech and his plan This material is best examined in three parts. (June 18). What does he have to say about In the first part, from July 17 to 26, the conven- federalism? About republican government and tion considers the mode of electing the executive its relation to the executive power? What are his and a proposal fora council of revision. Then it precepts for good government? adjourns for ten days while the Committee of 12. On June 19, Madison gave a long speech Detail puts all the approved proposals into a which resulted in the Convention's vote to re- constitutional form. In part two, from August 6 report the Virginia Plan. What were his best to 31, the convention works with the Committee arguments? of Detail's proposals. The major topics here Session 3. The Great Compromise (June 19-July concern the compromise on navigation acts and 16, 1787) slave importation and the treatment of qualifica- Readings: tions for suffrage and office. Finally, in part Records of the Federal Convention of 1787, three, another comrrittee, named after Brearly, edited by Max Farrand (June 19-July 16, 1787) its chairman, resolves the manner of electing the President, which also involves reeligibility and Study Guide and Questionsthe treaty-making and appointment powers. The 1. In several speeches, Luther Martin argues convention adopts the committee's proposal for against the Virginia Plai., on the basis of the Declaration of Independence. What is his argument (June 19, 20, 27, 29)? See Wilson's and Hamilton's replies (June 19). 2. Prior to the "suffrage" debate, Doctor Johnson of Connecticut asks supporters of the Virginia Plan for reassurances that the states will retain their individuality (June 21, 29). See the replies of Wilson and Madison (June 21). 3. The critical votes on apportionment in the legislature occur on June 29, July 2, and July 16. In the first, the convention votes for proportional representation for the lower house; in the second, it deadlocks in a vote of five to five on a proposal for state equality in the Senate, thus necessitating creation of a special committee of 99 38SEMINARS AND INSTITUTES

electing the President after making one change Session 5. The Ratification Debate: Republican election by the House, not the Senate, if there is Government and Federalism no majority of electors for a single candidate. Readings: After that, three non-signers, Edmund Randolph, The Federalist, edited by Jacob E. Cooke (num- Eibridge Gerry, and George Mason, express bers 1, 9, 10, 15, 23, 30, 32, 33, 35, 39, 44); The their reservations and the convention resolves toAnti-Federalist, edited by Herbert J. Storing send the Constitution to Congress, directing that and abridged by Murray Dry. ("Letters of Fed- body to submit the document to the several eral Farmer," I-III, VI-VII and "Essays of states for ratification. Brutus," I, V-VIII). 1. The two main modes of electing the President are by Congress and by electors. How are these Study Guide and Questions proposals connected to reeligibility? Why did the 1. "The Essays of Brutus" and "The Letters of convention not favor direct popular election (July Federal Farmer" (which may have been written 17-26)? by Robert Yates of New York and Richard Henry 2. Also on the executive, note how the Commit- Lee of Virginia, respectively) approach, in com- tee of Detail referred to "the executive power." prehensiveness and quality, the famous letters of What effect might that have on future debates Publius. A comparison of the first letters of each over presidential power (not in Smith)? author reveals the extent to which they both 3. What alternatives were proposed for suffrage agree and disagree on the task facing the nation and qualifications for office? What was decided and the nature of republican government. on these two matters, and what were the advan- 2. Pursuing the republican government theme tages of these decisions (August 7 10)? further, compare Federalist 10 and 39 (only the 4. What were the issues surrounding the com- part on republican government here) with promise over navigation acts (i.e., tariffs) and "Brutus" I and "Federal Farmer" I-II. What is slave importation? How important do you think the definition of republican government offered this compromise was, and what made agreement by Publius, and what is his major concern? How possible on slavery (August 21-29), but not on do "Brutus" and "Federal Farmer" offer a differ- navigation acts? ent definition? What is their major concern? 5. Why was the convention so concerned about 3. An important element of the argument over the Senate's having too much power and influ- republican government concerned the relation- ence over the executive? How did the Framers ship between representation and the different attempt to remedy this problem (September classes in the community. Compare Federalist 35 4-7)? How did the Twelfth Amendment change with "Federal Farmer" VII. the mode of electing the President? What event necessitated the amendment (the election of (NGte: This is the best place to divide this 1800)? material, if an additional meeting is needed.) 6. What were tht reservations expressed by the 4. For a general discussion of federalism, com- three "non-signers" who remained to the end of pare Federalist 9, 15, and 39 with "Federal the convention (September 10, 15)? Farmer" I and VI. Both discussions may be compared to the early discussion in the Federal Convention. 5. For a discussion of the powers of government, compare Federalist 23, 30, 32, 33, and 44 to "Brutus" V-WII. Note the alternatives suggested to the taxing and war powers. Note also the different interpretations of the "necessary and proper" clause.

40 SEMINARS AND INSTI UTES:39

Session 6. Ratification: Separation of Powers and Session 2. None the Bill of Rights Session 3. Herbert J. Storing, "The Constitu- Readings: tional Convention: Toward a More Perfect Un- The Federalist, edited by Jacob E. Cooke (num- ion," in Morton J. Frisch and Richard Stevens, bers 47, 48, 49, 51, 62, 63, 69-73, 78, 84) and The ed. American Political Thought: The Philosophic Anti-Federalist, edited by Herbert Storing and Dimension of American Statesmanship, second abridged by Murray Dry. (See "Centinel," I; edition, pp. 51-68; John Roche, "The Founding "Brutus," II, XI, XII, XV; "Henry.") Fathers: A Reform Caucus in Action," in Ameri- can Political Science Review, vol. 55, no. 4 (Dec. Study Guide and Questions1961), pp. 799-816. 1. The Federalist understanding of the sepa.- Session 4. None tion of powers, as between the legislative and Session 5. Herbert J. Storing, What the Anti- executive branches, can be contrasted to the Federalists Were For; Murray Dry, "Anti- views of C.Intinel and Patrick Henry. Federalism in the Ferlerest," in Charles Kesler, 2. For the best Anti-Federalist i oeinsion of the ed. Saving the hew 'We: The Federalisi Papers judiciary, see Brutus (XI, XII, XV), who argues and the American Founding (forthcoming, 1987). that the judiciary will enhance both federal power0 Session 6. Harvey C. Mansfield, Jr., "Republi- at the expense of the states and establish itself canizing the Executive," and James R. Stoner. Jr., as the supreme interpreter of the Constitution. "Constitutionalism and Judging in the Federal- Compare this to Federalist 78. ist," in Charles Kesler, ed., Saviug the Republic: 3. For the debate on the Bill of Rights, compare The Federalist Papers and the American Found- "Brutus" II with Federalist 84. ing (forthcoming, 1987). (Note: This is the best place to divide this Additional Readings: material if more than one meeting is schedule(' toMartin Diamond, "Democracy and the Federal- cover it.) ist: A Reconsideration of the Framers' Intent," in American Political Science Review, vol. 53, no. Conclusions: Final 1 (March 1959), pp. 52-68; Questions Martiii Diamond, "What the Framers Meant by 1. What were the best arguments of the Feder- "ederalism," and Herbert J. Storing, "The Prob- alists and the Anti-Federalists? lem of Big Government," in Robert A. Goldwin, 2. Assuming that the La Se for the Constitution ed., A Nation of States: Essays on the American was stronger than the case against it, to what Federal System, second edition, pp. 25-42; 67-89; extent were the Anti-Federalists, and those in Rossiter 1787: The Grand Convention agreement with their views of republica ay. Catherine Drinker Bowen, Miracle at ernment and federalism, able to argue that the Philadelphia Constitution favored, or at least permitted, their S. Wood, The Creation of the American views? Republic, 1776-1787, chapters 12-13; 3. How much d1 the Anti-Federalists win with Cecelia M. Kenyon, ed. The Antifederalists, the Bill of Rights? introductory essay; 4. Does the Tenth Amendment chige the Lance Banning, Thomas J. Cronin, Jack P. charact:r of the enumeration of powers? Greene, Philip B. Kurland, Michael Malbin, Jack N. Rakove, and Gordon S. Wood, essays in this Secondary Readings: Constitution: Our Enduring Legacy; Dry, "Anti-Federalist Constitutional The readings for the institute have bee' com- Thought," and David Epstein, "Federalist Con- posed entirely of primary sources. A list of stitutional Thought," in Leonard Levy, ed., The secondary and supplementary readings, keyed tcEncyclopedia of the American Constitztion class sessions, follows for those who wish to pursue the historical and scholarly context of specific 'Ants raised by the primary readings. Session 1. Andrew C McLaughlin, The Confed- eration and the Constitutzon: 1783-1789 (a good short history); Thomas Jefferson, Notes on Vir- ginia, Query XIII (a short constitutional history of Virginia, from the beginning to 1783) in Merrill ' D. Peterson, ed. Writings of Thomas Jefferson. 41 40SEMINARS AND INSTITUTES Seminar Program Two Topics and Sources for the Study of the Constitution

THIS SECTION REVIEWS the fol- evident in American thought as well, from Jef- lowing areas in constitutional studies ferson's reverence for agrarian culture to the that may serve as topics for initutes arguments for and against the ratification of the and seminars: (1) the intellectual and Constitution marshalled both by Federalists and historical context of constitutionalism; (2) the Anti-Federalists. The Constitution's Framers also American social context of the Constitution; (3) read the history of the Roman republic for clues the mlking of the Constitution; and (4) the to the feasibility of democracy. Constitution as a living document. Important C. English constitutionalism. As one-time Eng- aspects of each topic are offered, with references lishmen, the Constitution's Framers were su- to primary and secondary sources, to help pro- premely conscious of England', .,i5toric struggle gram organizers get started. to make monarchical power subservient to rights, Topic Area 1. Constitutionalism: The Intellectual laws, and customs. Looking back, the Framers and Historical Context could interpret Magna Carta (1215) as an effort The Constitution's Framers formed their ideas to place the King beneath the law, to protect Lhe within a tradition of thought about the nature of subject's due process of law, and to claim a government, the meaning of liberty, and the ne- legitimacy for the right of revolt against misgov- cessity of limitations on power. They were also ernance. Likewise, the Bill of Rights of 1689 was influenced by the philosophies of their own day _een as Parliament's final victory over unbridled and by their experiments and experiences in self-monarchical power, capped by a declaration of government, first as colonies and then as young the rights of all Englishmen. In America, the states. The study of constitutionalism through continuing memory of a king-like centralized the medium of intellectual history can give semi- power gave rise to the notion of limitations na. participants a sense of how events and ideas on government, separation of powers among worked in tandem. At least five sources of thoughtbranches of government, and a bill of rights. can be explored for their impact on the writing of Differences between the United States and Eng- the Constitution. land are as important as the similarities. Eng- A. Greek political theory and democratic prac- land's constitution i- unwritten, contained in the tice. In the Western tradition, Plato's Republic collective political inheritance. America's is a and Aristotle's Politics are seminal inquiries into written document, popularly ratified, and amen- the nature of government and liberty. In particu-dable. It is the supreme law of the land and the lar, each addresses the ends of government and measure of law. possibility of creating virtuous citizens. Aristotle D. The Enlightenment. The U.S. Constitution discusses the merits and excesses of three forms may also be seen as a product of Enlightenment of governmentmonarchy, aristocracy, and thought, a philosophical movement of the eigh- democracyand concludes that the ideal govern-teenth century in which the forces of nature and meis one that combines elements of these the freedom of human reason are asserted three forms. The establishment, in America, of against traditional forms of authority. In Thomas separately functioning branches of government Hcbbes' Leviathan, society is said to derive from with balanced powers in the Constitution offers a conscious agreement among people in the dean interesting source of comparison to the Eng- praved state of nature; the natural and n:.1ces- lish parliamentary system. Comparisons between sary form of government is a monarchical Athenian and American democracies also cat. tyranny. To t',is social contract theory, John illuminate the difference between parti'..ipatory Locke, in his .iceend Treatise on Civil Govern- and representative forms of citizenship. ment, adds the concept of humanity's natural B. The Roman republic and its ideas of civic rights to freedom and property and supposes virtue. Sme of the most famous writers of Lhat the power of authoritarian government be antiquity idealized the early Roman republic as divided to protect those rights. Montesquieu, the perfect state, formed by the overthrow of who examines the three classical forms of gov- tyranny; the popular creation of a prior bond of ernment in his Spirit of the Laws, proposes a law; and the rep ntative participation of legislative, executive, and judicial division of morol, self-sufficient, and self-sacrificing citizens.powerthe republican system most like that of Plutarch's Lives, Tacitus' Annals and Histories, the Constitution. In contrast, Rousseau's theo- Livy's History of Rome, and the political works ries of humanity's natural goodness, in The So- of Cicerc help delineate the special character of cial Contract and Discourse on the Origin of this res publica and the virtue of the citizen that Inequality Among Men, make him a champion of formed it. The idea of republican civic virtu, is pure democracy. 42 SEMINARS AND INSTITUTES41

E. Earlier American precedents. Self-governmentHenretta, The Evolution of American Society, in America is popularly said to have begun with 1700-1815: An Interdisciplinary Analysis. the Mayflower Compact of 1620 in which the A. Shays' Rebellion. The armed insurrection Pilgrims recognized the need, in a new world, foragainst the Commonwealth of Massachusetts, a new "Body Politick." Later, British colonial known as Shays' Rebellion, is an instance of charters provided governance for the new colo- economic forces combining with regional charac- nies, and a few became the basis of state consti- ter to influence constitutional politics. More the tutions after the Revolution. The procedures, war, the colonial economy had grown and diver- conflicts, and ideals reflected in the making of sified; in the aftermath of the Revolutionary state constitutions in this period are an indispens-War, the states were faced with economic stag- able background to the framing and ratification nation, scarce money and currency problems, of the U.S. Constitution. To the state constitu- and a heavy burden of debt. In Massachusetts, tions must be added the first attempt to form a pro-creditor legislation, controversial terms of union of. tates with the Articles of Cinfedera- taxation, imprisonm._ tt for debt, and the arbi- tion. Weak in its provisions, the articles embody trariness of state and local officials led to an a tension between the primacy of state power agrarian revolt in 1787 that took the name of its and a perceived need for some type of national ader Daniel Shays. The revolt was fuel for government. ti.,..,e calling for a convention to revise the Useful texts for exploring this theme include Articles of Confederation in order to establish a Paul Eidelberg, The Philosophy of themerican strong central government. Through Shays' Re- Constitution; Charles Mcllwain, Const i,utional- bellion, then, it is possible to explore economic, ism Ancient and Modern; Bernard Bailyn, The geographic, and political backgrounds of the 1787 Ideological Origins of the American Revolution; Convention. Forrest McDonald, Novus Ordo Seclorum: The Related works include David P. Szatmary, Intellectual Origins of the Constitution; Henry F.Shays' Rebellion: The Making of an Agrarian May, The Enlightenment in America; Carl L. Insurrection; Jack P. Greene, The Reinterpreta- Becker, The Declaration of Independence: A tion of the American Revolution, 1763-i /89; Study in the History of Political Ideas; Garry Charles A. Beard, An Economic Interpretation of Wills, In 2nting America: Jefferson's Declara- the Constitution of the United States; and tion of Independence; Gordon S. Wood, The Forrest McDonald, We the People: The Economic Creation of the American Republic, 1776-1787; Origins of the Constitution. Willi Paul Adams, The First American Constitu- B. Slavery and women's studies. The institution tions: Republican Ideology and the Making of the of slavery in its southern settingits economic, State Constitutions in the Revolution; Jack N. ideological, and cultural aspects had a momen- Rakove, The Beginnings of National Politics: An tous influence on constitutional histor:,, from the Interpretive History of the Continental Con- delr tes in the Convention of 1787 through later gress; and Merrill Jensen, The Articles of Supreme Court decisions. A place to begin is Confederation. with a comparison of the social life and constitu- Topic Area 2. America: The Eighteenth tional views of the slave state Virginia and the Century free state Massachusetts. There is an abundance American ideas about government and liberty of material on both states, and the records of grew on American soil. Men and women of the their debates or he ratification of the Constitu- period were rooted in the life of eighteenth- io are full. The experience of women in the centur3 American regional communities and Revolutionary period ' as complex and changing. were subject, particularly after the Revolution- They too were imbued with the rhetoric and ary War, to the dislocations of economic, politi- ideology of the Revolution but were finally ex- cal, and cultural change. The particular historical cluded from the definition of citizenship in the events, identifiable social groups, or other aspectsnew republic. of eighteenth-century life furnish frames of ref- Works on both issues include Winthrop D. erence for institutes and seminars on the Consti- Jordan, White Over Black: American Attitudes tution. Some examples of topics and texts are toward thc Negro, 1550-1812; Ira Berlin and given below. On the period in general,see Ronald Hoffman, eds. Slavery and Freedom in Edward Countryman, The American Revolution; the Age of thc American Revolution; Jesse Joseph J. Ellis, After the Revolution: Profiles of Thomas Carpenter, The South as a Conscious Early American Culture; Robert A. Gross, The Minority, 1789-1861 John Ricitard Alden, The Minutemen and Their World; and James A. First South; Rhys Isaac, The Transformation of 43 42SEMINARS AND INSTITUTES

Virginia, 1740-1790; Alfred F. Young, ed., The The Debases in the Several State Conventions on American Revolution: Explorations in the His- the Adoption, of the Federal Constitution. These tory of American Radicalism; Linda K. Kerber, debates have been used in ways similar to the Women of the Republic; and Mary Beth Norton, convention debates, but particularly for what Liberty's Daughters. they show about how regional interests affected Top:1 Area 3. Making the Constitution state perceptions of the Constitution. The em- The world's most enduring document of gov- phasis is usually on the very full reco...ds of ernment came into being in a remarkably brief Virginia and Massachusetts, two culturally an moment of time, through an interweaving of economically opposed states in which the ratifi- compromise, persuasion, ideology, the force of cation of the Constitution was in doubt. A com- personality, the pursuit of true beliefs and prac- parison with New York is also illuminating. tical considerations. The his. ory of the framing See Robert A. Rutland, The Ordeal of the and ratification of the Constitution is an occasion Constitution: The Arti-Federalists and the Rati- for gaining a deeper understanding of American fication Struggle; Herbert J. Stor'rig, What the character and societythen and now. This topic Anti-r'ederah'sts Were For, Carl Van Doren, The area also offers excellent opportunities for mak Great Rehearsal: The Story of thr Making and ing use of the major reference works suggested Ratifying of the Constitution of the United in the Bicentennial Bookshcif. States; Edward Countryman, ' People in Revo- A. Fram!ng: the work of the Philadelphia con- lution: The American Revolut in and Political vention. James Madison recorded the debate; of Sock ty in New York, 1760-1i 90. the convention inelan. There notes, along with C. The Federalist Papers: political philosophy. those of other delegates, their explanatory let- The Federalist is a series n eighty-five news- ters home. and other pertinent material, are paper essays written by Madison, Hamilton, and collected in the four volumes of Max Farmod's John Jay as part of the New York ratification The Records of the Federal Cc niiention of 1787. deLate. These essays emerged from that Mr dison's notes can be us,;d to recreate the struggle to become the central statement of q of th convention. forging a new govern- American political philosophy. They contain, in a '1. rely independent states. Amcng the sense, what is left out of the Constitution: the .3sues addressed were the str :eture reasons for its provisions, its theoretical roots, enment, the powers of the sepa,e and the Foundees' sense of how it was meant to bri..1,clies, and the means of election. The conven institutes and seminal s may choose to tion lends itself superbly to biographical studies. concentrate entirely on these essays because Institute or seminar participants may be as- they cover every major theoretical issue: the signed to research the views and characteristics separation of powers and the nature of republi- If individual states and their delegates and rep- can government, the function of the branches of resent them in simulated debates. Leonard government (particularly the concept of judicial Levy's Encyclopedia of the American Constitu- review), the nature of humankind, questions of tion and Kur'd and Lerner's The Founders' property and inequality, and the idea of civic Coustitutiore useful reference works here. virtue. Contemporary critical controversy asks See also Max Farrand, The Framing of the whether classical ideals of community or ration- Coastitution of the United States; Martin Dia- alist theories of self-interest are most at work in mond, The Founding of the Democratic Repub- The Federalist, and therefore at the core of lic; Clinton Rossiter, 1787: The Grand Convention; constitutional philosophy. Catherine Drinker Bowen, Miracle at Philadel- The Federalist papers are collected in Jac(E. phia; Leonard Levy, Essays on the Making of thc Cooke, editor, The Federalist. Kurland and Ler- Constitution. Among the many biographies see ner's The Founders' Constitution can be a useful Richard B. Morris, Seven Who Shaped Our )es- aid in gauging the effect of The Federalist inter- tiny; Robert A. Rutland, James Madison and the pretations. See also Gordon S. Wood. The Crea- Search for N ,tionhood; Albert J. Beveridge, The tion of the American Republic, 1776-1787; Life of John Marshall; Forrest, McDonald, Alex- Gottfried Dietze, The Federalist: A Classic on ander Hamilton; and James Thomas Flexner, Federalism and Free Government; Charles A. Washington: The Indispensable Man. Beard, An :Economic Interpretation of the Con- R. Ratification: the state debates. Following thc stitution of the United States; Richard Hofstad- cony( ation, the draft Constitution was sent to ter, The American Political Tradition and the the states for ratification. The records of these Men Who Made It; Douglass Adair, Fame and proceedings are collected in Jonathan Elliot, ed., the Founding Fathers; Garry Wills, Explaining 44 SEMINARS AND INSTITUTES4:3

America: The Federalist; David F. Epstein, The dom of speech or the regulation of commerce, for Political Theory of the Federalist; and Richard instanceor by tracing important developments Loss, ed., The Essays ( FPacificus and Helvidius. of the "equal protection" clause. A critical ap- D. Anti-Federalist thought and the Bill of Rights.proach could also be taken, concentrating on the Those opposed to the ratification of the Constitu-issue of judicial activism in relation to the tion of 1787 were not united by a consistent Framers' original intentions. The recent debate philosophical doctrine, but their opposition did between Attorney General Meese and Justice lead to the adoption of the Bill of Rights in 1791 Brennan brings the problem of constitutional as amendments to the Constitution. Their argu- interpretation up to date. The Bicentennial Book- ments in favor of rights provisions are as impor- shelf selection, Kurland and Lerner's The Foun- tant as Federalist arguments for the draft ders' Constitution, would be a useful source here. Constitution, because they ensured that the Two approaches are given below, one covering a American government would be one of limited small part of the early history of the Supreme powers with regard to individual liberty. The Court and the other concentrating on aspects of writings of the Anti-Federal.sts are collected in civil rights. Herbert J. Storing's The Complete Anti-Fed- The primary source for court cases is The eralist and in a one-volume edition, The Anti- Congressional Research Service, The Constitu- Federalist, edited by Herbert J. Storing and tion of the United States of America: Analysis abridged by Murray Dry. An important focus forand Interpretation (also a Bicentennial Bookshelf studying the Anti-Federalists is the nature of reference selection). their republicanism, including their positions on A. Early definitions. The legal basis for judicial individual rights, state's rights, aristocracy, pop-review, the power to void an act of Congress and ular representation, and the relationship be- hence to shape national policy, was established tween capitalism and democracy. The Bill of under Chief Justice John Marshall in Marbury Rights, of course, is of central importance in Madison (1803) in which it was declared that constitutional history; one approach might be to Congress could not increase the jurisdiction of trace the historical precedents for its provisions. the court. In McCulloch v. Maryland (1819), the See Farrand's Records and works under doctrine of "implied powers," used earlier to Cooke's The Federalist above; also Morton Bor- extend the power and financial effectiveness of den, ed., The Antifederalist Papers; Cecelia M. the government, was upheld. In Gibbons v. Og- Kenyon, The Antifederalists; Robert A. Rutland,den (1824), the Court firmly established the The Ordeal 1 the Constitution: The Anti- government's right to regulate trade between Federalio* , and the Ratification Struggle; Jack- the states. See also Eakins? Raub (1825). son T. Main, The Antifederalists: Critics of the For readings in this area, see Kermit L. Hall, Constitution, 1781-1788; Irving Brant, The Bill ofThe Supreme Court and Judicial Review in Amer- Rights: Its Origin and Meaning; Robert A. Rut- kan History; Francis N. Stites, John Marshall: land, The Birth of the Bill of Rights, 1776'4791. Defender of the Constitution; R. Kent Newmyer, Topic Area 4. The Living Constitutions The Supreme Court under Marshall and Taney; Federalist 78 declares that the duty of the Robert G. McCloskey, The American Supreme judicial branch "must be to declare all acts Cow t; Edward S. Corwin, :he "Higher Law" contrary to tne manifest tenor of the Constitu- Background of American Constitutional Law; tion void." The power to declare laws and acts James Martin Smith and Paul L. Murphy, eds., unconstitutionalnot specified in th. Constitu- Liberty and Justicc: A Historical Reco, d o; Con- tion but eventually defined by the court itself isstitutional Development. now called judicial review. Together with the B. Civil rights. There are many legal milestones amendment process, it has enabled the Constitu- and detours, particularly for blacks and more tion to remain a living document, responsive to recently for women, that mark the path of minor new problems yet preserving its legal continuity.ities to an equal status under the law. Drcd Scott The Court's opinions and interpretations along v. Sanford (1857) sustained the possibility of with constitutional amendments form the historyslavery in the federal territories and helped and text of the living Constitution. There are incite the Civil War. After the war, amendments many organizing principles on which the reading to the Constitution (1865-69), especially the Four of Court cases can afford a glimpse into the teenth, overthrew Dred Scott and set forth the relationship between the Constitution and Amer-concept of "equal protection," which is consid- ican history. Institutes and seminars can be built ered the foundation of much modern constitu- entirely on one thematic set of casesthe free- tional law. The Civil Rights Acts of 1875 were 45 44 SEMINARS AND INSTITUTES

meal t to assure blacks equal access to public See Wil lain Wiecek, The Sources of Anti- accommodations, but these were struck down by Slavery Cc, zstitutionalism in America, 1760-1848; the Court in making an important distinction yid M. -yman and William Wie, ek, Equal between private and governmental discrimina- Justice Under Law: Constitutional Development, tion. Plessy v. Ferguson (1896) created the "sep- 1835-1875; Don E. Fehrenbacher, The Dred Scott arate but eqital" doctrine, which was finally Case: Its Significance in American Law and overturned in Brown et al. v. Board of Education Politics; Richard C. Cortner, The Supreme Court (1954). The provisions of Brown et al. v. Board of and the Second Bill of Rights; Raoul Berger, Education were pursued in the controversial Government by Judiciary: The Transformation busing decision of Swann v. Charlotte-Mecklen- of the Fourteenth Amendment; Bernard burg Board of Education (1971), with further Schwartz, ed., The Fourteenth Amendment: A ramification in Regents of the University of Century in American Law and Life; Loren P. California v. Bakke (1978). Beth, The Development of the American Consti- The constitutional history of women's rights tution, 1877-1917; Richard Kluger, Simple Jus- begins most clearly in the twentieth century tice, The History of Brown v. Board of Education when the growing power of women in American and Black America's Struggle for Equality; J. life is recognized in the Nineteenth Amendment Harvie Wiikinson, From Brown to Bakke; Paul (1920), prohibiting voter discrimination by rea- L. Murphy, The Constitution in Crisis Times, son of sex. More personal aspects of women's 1918-1969. rights are addressed in Griswold v. Connecticut On other constitutional law subjects see Leon- (1965), which includes the use of contraceptives ard Levy, Legacy of Suppression: Freedom of as a right of privacy between husband and wife. Speech and Press in Early American History; The right of privacy, nowhere mentioned in the Paul L. Murphy, The Meaning of Freedom of Constitution, is an extremely important concept Speech: First Amendment Freedoms from Wil- derived from interpretation of the First, Third, son to FDR; Anthony Lewis, Gideon's Trumpet; Fourth, Fifth and Ninth Amendments, which Alexander M. Bickel, The Least Dangerous recognize unspecified areas of residual (and de- Branch: The Supreme Court at the 3ar of finable) individual rights. In Roe et al. v. Wade Politics. (1973), the principle of privacy is again used to uphold a woman's right to have an ah'rtion. The Equal Rights Amendment was seen by its propo- nents as an attempt to ensure and expand the many gains made by women in recent years, but it was defeated in 1982, providing a fresh and interesting example of the intertwining of state and constitutional politics. SEMINARS AND INSTITUTES45 Settingup a Seminar or Institute

THERE ARE A NUMBER OF steps to 4. Select an exemplary teaching faculty. The keep in mind in setting up a seminar success of the seminar will depend a., nuch on or institute. the scholars selected to do the teaching as on 1. Form a steering committee. A those chosen to help shape the program. Expo- steering committee is needed to decide who the sure to the example of a supple mind in command audience should be, what their needs and inter- of its material and comfortable with tne give ests are, and what approach to the subject will and take of discussion is the most effective stim- be most fruitful. This committee will plan and ulus to higher aspirations in learning and implement the program. The combination of per-teaching. Imaginative scholars can also make use sons who make up the committee, or the repre- of active teaching methods, including dramatic sentation on the committee of various communitysimulations, role playing, mock debates, the use groups, may in part be determined by the locus of historic locales, and other opportunities for of interest or impetus in the community:a school, interpretive boldness based on a solid foundation a library, a state agency, or the community at of knowledge. large. A committee for a teachers' institute 5. Include master teachers. If an institute or should include social studies and history teachersseminar is designed for high school teachers or from the' gh school, in-service directors or education administrators connected with schools, curriculum coordinators, librarians, parents, consider including ?econdary school master teach- school or college continuing education directors, ers on the faculty. They are able to conduct representatives of historical societies, or state workshops throughout the institute on the prob- education consultants. A committee chairperson lems and methods of applying what is being or coordinator .should be chosen. learned to the classroom. They also may lead 2. Prepare a budget. A budget should include follow-up sessions in which strategies for includ- the cost of site rental, scholars' fees, books and ing the humanities subject matter into the social other supplies. studies curriculum can be assessed. Some proj- 3. Select appropriate scholars. To the steering ects require that participants return to their committee add scholars with expertise in the respective schools and conduct in-service work- field or subject area of the seminaror institute. shops on what was learned in the institute. Here, Their knowledge will be essential in shaping the too, master teachers are able to work with program's subject to take best advantage of the institute or seminar participants in designingor potential for educating the public. They also may planning in-s':: vice activities. serve as instructors for the institute or seminar. 6. Choose a format. There are three basic One of the best sources of leads to humanities formats to 'hose from, with variations on each. scholars is the state humanitfes council. Direct la) Summer Institute. Summer institutes of four calls to the chairs of college and university to six weeks arc typically offered by college or humanities departments can be helpful, too. The university departments. Secondary school teach- Resource Guide to Constitutional Scholars, pre- ers are cl- sen competitively from either a state pared by the Federation of State Humanities or national pool. The teachers usually receive a Councils, and organized by state, may be particu-stipend and room and board for the program's larly helpful (see Appendix). duration. The intensive summer institute is rig- orous and intellectually revitalizing; because it requires arranging food and housing for several weeks, it is also the most expensive of the formats to mount. Still, this selective institute format should not be ruled out, particularly where the applicant pool is large and the levels of preparatior are high. State and city education departments, consortia, and even school systems might appropriately create versions of this type of program. 46SEMINARS AND INSTITUTES

(b) The Short Summer Institute. This more flexi- ble and economical format 2llows for one or two intensive summer weeks of seminar accompa- nied by three to six follow-up days during the school year. The aim is to reach a broad local :audience in specific towns, cities, counties, or other regions of the state. Class size is necessar- ily limited, but wider dissemination is achieved by repeating the institutes in several locations. In some cases, participants if teachers) receive modest stipends and release time; graduate credit and recertification credits can almost always be arranged. Ic) The Evening Seminar. The short evening seminar offers maximum flexibility and economy, though at some cost to breadth and depth of subject coverage. Seminars for teachers are conducted during the school year. They consist of five or six evening meetings held one or two weeks apart; each meeting lasts about three ir..ars. These types of seminars have served teachers at all grade levels, from elementary through secondary, as well as the nonteaching public. Evening seminars can be sustained almost entirely by the fees that are typical of recertification offerings for teachers (and usu illy reimbursable to teachers by local school systems). The principal costs are books and instruction. 6. Publicize the program. Choose an appropriate medium for announcing the institute, taking into consideration the audience. If the event is a teacher institute with participants chosen competitively, publicity will primarily consist of announcing the dates, subject area, and guidelines for 1.pp lying. Institutes for the general public should be publicized well in advance, using professionally prepared materials, if possible.

48 A PPEN DI X 47 Appendix/ Bicentennial Resources

I I I / 48APPENDIX Bicentennial Bookshelf List

Reference Titles Other Titles After considerable discussion with noted con- I. Primary Sources stitutional scholars, the National Endowment forCooke, Jacob E., ed. Thc Ft(bralist. Middletown: the Humanities recommends that libraries build Wesleyan University Press, 1961. $35. $1'2.50 their Bicentennial Bookshelves on the U.S. Con- (paperbound.) stitution around four major texts. newly revised, Elliott, Jonathan, ed. Lk bah s in thc Sc reral newly issued: State Conventions on the Adoption of thc Fed- Congressional Research Service, Library of eral Co-stitution. 5 vols. 2nd ed. New York: B. Congress. The Constitution of the United States Franklin, 1888-96. $155. of America: Interpretation and Analysis. Wash- Hyneman, Charles S. and Donald Lutz, eds. ington: Government Printing Office, 1986. $70. American Political Writings During the Found- Farrand, Max, ed. Thc Records of the Federal ing Era: 1760-1805. 2 vols. Indianapolis: Liberty Convention of 1787. 4 vols., rev. ed. New Haven: Fund, 1983. $28. ($13.50 paperbound.) Yale University Press, 1967, 1987 S180. Jensen, Merrill, ed. The Documentary History Kurland, Philip B., and Ralph Lerner, eds. Thc of the Ratification of thc Constitution. 7 vols. Founders' Constitution. 5 vols. Chicago: Univer- Madison: State Historical Society of Wisconsin, sity of Chicago Press, 1987. $300. 1976, 1986. $247.50. Levy, Leonard, ed. Thc Encyclopedia of the Storing, Herbert J., and Murray Dry, eds. The American Constitution. 4 vols. New York: Mac- Complete Anti-Federdist. 7 vols. Chicago: Uni- millan Publishing Co., 1986. $320. versity of Chicago Press, 1982. $175. These volumes should be complemented by other II. History works, some of v. hich may already be part of the Bowen, Catherine Drinker. Thc Miracle at Phil- library's holdings. Other books can be purchased adelphia. Boston: Little, Brown, and Co., 1986. with any funds remaining from the NEH match- Kelly, Alfred H., Winfred Harbison, and Her- ing grant of $500. In making acquisition, libraries man Belz.24,acrican Constitution: Its Origins and may sish to consider volumes form the following Development. 6th ed. New York: Ncrton, 1083. categories. They may also find the specific en- $22.95. tries in each category of help in making their McDonald, Forrest. Novus Ordo Seclorum: The choices. This list, also developed in consultation Intellectual Origins of the Constitution. Lawrence: with constitutional experts, is merely suggestive. Uni ', ersity Press of Kansas, 1985. $25. Libraries may fill out the Bicentennial Bookshelf McLaughlin, Andrew C. A Constitutional His- with any relevant volume that they find appro- tory of the United States. New York: Irvington, priate. Prices indicated may change at the dis- 1935. $39.50. 1$14.95 paperbound.) cretion of the publisher. *Rossiter, Clinton. The Grand Convention. New York: Macmillan Publishing Co., 1966. Rutland, Robert A. The Ordeal of the Constitu- tion: The Anti-Federalists and the Ratification Strggle of 1787-1788. Boston: Northeastern Uni- versity Press, 1983. S24.95. ($9.95 paperbound.) Van Doren, Carl. The Great Rehearsal: The Story of the Making and 1?a ',lying of the Constitution of the U.S. Westport: Greenwood. 1982. $35. (S5.95 paperbound.) Wood. Gordon S. The Creation of the American Republic. 1776'4787. New York: Norton. 1972. $10.95.

50 A I' P E N I) I X 49

III. Co Ilerfed Works in One Volume *These books are highly recommended. Adams, John. The Political Writings of John Although they are cut of print, they are included Adams: Representative Sections. Edited by for the information of libraries that may a;:eady George A. Peek, Jr. New York: Irvington, 1954. have theni in their collections and wish 4-o include $37.50. them on their Bicentennial Bookshelves. Hamilton, Alexander. Selected Writings and Speeches. Edited by Morton J. Frisch. Washing- NOr': This Bibliography is reproduced from ton: American Enterprise Institute, 1985. $15. "PAC.) S," courtesy of the National Endowment Jefferson, ThoLtas. Writings. Edited by Merrill for the Humanities. D. Peterson. New York: Library of America, 1984 $30. Madison, James. The Mind of the Founder: Sources of the Political Thought of James Madi- son. Rev. ed. Edited by Marvin Meyers. Hanover: University Press of New England, 1981. $18. IV. Biographies of the Leading Founders Beveridge, Albert J. The Life of John Mars .all. 4 vols. Atlanta: Berg, 1974. $99.95. *Brant, Irving. James Madison, Father of the Constitution. 5 vols. Indianapolis: Bobb-Merrill Co., 1950. Corwin, Edward S. John Marshall and the Con- stitution. Northford: Elliots Books, 1919 reprint. $8.50. Flexner, James T. Washington: The Indispensa- ble Man. Boston: Little, Brown, and Co., 1974. $16.45. ($3.95 paperbound.) Malone, Dumas. Jefferson and His Time. 6 vols. Boston: Little, Brown, and Co., 1981. $24.50. ($12.45 paperbound.) McDonald, Forrest. Alexander Hamilton: A Bi- ography. New York: Norton, 1982. $9.95. Peterson, Merrill D. Thomas Jefferson and the New Nation: A Biography. London: Oxford Uni- versity Press, 1970. $39.95. ($15.95 paperbound.) Rutland, Robert A. James Madison and the Search for Nationhood. Washington: The Library of Congress, 1981. $18. Shaw, Pete' The Character of John Adams. New York: Norton, 1977. $5.95. 50 APPENDIX Directory of State Humanities Councils (June 19871

Alabama Humanities Foundation Georgia Endowment for the Humanities Maine Humanities Council Box A-40 1589 Clifton Road, NE P.O. Box 7202 Birmingham-Southern College Emory University Portland, Maine 04112 Birmingham, Alabama 35254 Atlanta, Georgia 30322 207/773.5051 205/324.1314 404/727.7500 Chairman: Patricia A. Riley Chairman: William W. Kelly Chairman: Thomas Brewer Executive Director. Dorothy Schwartz Executive Director: Robert Stewart Executive Director: Ronald Benson Maryland Humanities Council Alaska Humanities Forum Hawaii committee for the Humanities 516 North Charles Street, Suite 201 430 West 7th Avenue, Suite 101 First H.Avaisan Bank Building Baltimore, Maryland 21201 Anchorage, Alaska 99501 3599 Waiai.e Avenue, Room 23 301/625-4830 907/272-5341 Honololii, Hawaii 96816 Chairman: R. Cresap Davis Chairman: Michael Oleksa 808/732-5402 Executive Director. Naomi Cams Executive Director: Gary Holthaus Chairman: Robc:t Sakai Massachusetts Foundation for the Humanities Arizona Humanities Council Executive Director: Annette Lew and Public Policy 918 N. Second Street Idaho Humanities Council 1 Woodbridge Street Phoenix, Al izona 85004 Room 300, LBJ Building South Hadley, Massachusetts 01075 602/257-0335 650 West State Street 413/536-1385 Chairman: Myrna Harrison Boise, Idaho 83720 Chairman: Patricia G. Facey Executive Director: Lorraine Frank 208/345-5346 Executive Director: David Tebalch Arkansas Endowment for the Humanities Chairman: Susan Swetnam Michigan Ct 11 for the Humanities Remmell Building, Suite 102 Executive Director: Thomas McClanahan Nisbet Building. Suite 30 1010 West Third Street Illinois Humanities Council 1407 South Harrison Road Little Rock, Arkansas 72201 618 S. Michigan East Lansing, Michigan 48824 501/372.2672 Chicago, Illinois 60605 517/355.0160 Chairman: Mark Auburn 312/939.5212 Chairman: John Wright Executive Director: Jane Browning Chairman: Edward Rosenheim Executive Director Ronald Means California Council for the Humanities Executive Director: Robert Klaus Minnesota Humanities Commission 312 Sutter, Suite 601 Indiana Committee for the Humanities 580 Park Square Ct. San Francisco, California 94108 1500 North Delaware Street 6th & Sibley 415/391-1474 Indianapolis, Indiana 46202 St. Paul, Minnesota 55101 Chairman: Constance Carroll 317/638.1500 612/224.5739 Executive Director: James Quay Chairman: Diana Leslie Chairman: Marjorie Bingham Colorado Endowment for the Humanities Executive Director. Kenneth Gladish Executive Director: Cheryl Dickson 1336 Blake Street, Suite 100 Iowa Humanities Board Mississippi Commit(ee for the Humanities Denver, Colorado 80202 Oakdale Campus 3825 Ridgewood Road, Room HI 303/292-4458 University of Iowa Jackson, Mississippi 39211 Chairman: Ira Plotkin Iowa City. Iowa 52242 601/982.6752 Executive Director: James Pierce 319/335.4153 Chairman: Peggy W. Prenshaw Connecticut Humanities Council Chairman: Thomas E. Gilbert Executive Director: Cora Norman 41 Lawn Avenue Executive Dire tor Donald Drake Missouri Committee for the Humanities. Inc. Wesleyan Station Kansas Committee for the Humanities Loberg Building. #204 Middletown, Connecticut 06457 112 West 6th Street. Suite 210 11425 Dorsett Road 203/347.6888 or 347-3788 Topeka, Kansas 66603 Maryland Heights. Missouri 63043 Chairman: Ann Y. Smith 913/357-0359 314/7:39.7368 Executive Director: Bruce Fraser Chairman: Owen Koeppe Chairman: Walter Daniel Delaware Humanities Forum Executive Director: Marion Cott Executive Director Christine J Reilly 2600 Pennsylvania Avenue Kentucky Humanities Council Montana Committee for the Humanities Wilmington, Delaware 19806 417 Clifton Avenue P.O. Box 8036 302/573.4410 University of Kentucky Hellgate Station Chairman: John S. Crawford Lexington. Kentucky 40506-0442 Missoula, Montana 59807 Executive Director: Henry Hirschbiel 606/257.5932 406/24:3.6022 D.C. Community Mumanities Council Chairman: Thomas Greenfield Chairman: Chris Pinet 1331 H Street, N.W.. Suite 310 Executive Director: Ramona Lumpkin Executive Director. Margaret Kingsland Washington, D.C. 20005 Louisiana Endowment for the Humanities Nebraska Committee fin the Humanities 202/347.1732 The Ten.O.One Building Lincoln Center Building. #422 Co- Chairmen: Janet Hampton 1001 Howard Avenue. Suite 4407 215 Centennial Mall South Man Jabbour New Orleans. Louisiana 70113 Lincoln. Nebraska 68508 Executive Director Francine C. Cary 504/523.4352 402/474.2131 Florida Endowment for the Humanities Chairman: Fraser Snowden Chairman. Charles Dougherty P.O. Box 16989 Executive Director: Michael Sartisky Executive Director. Jane Hood Tampa, Florida 33687.6989 813/974.4094 Chairman: Gwen McLin Executive Director: Ann Henderson 52 A P 13 ENDI X 51

Nevada Humanities Committee Pennsylvania Humanities Council Virgin Islands Humanities Council P.O. Box 8029 401 North Broad Street. p818 P.O. Box 1829 Reno, Nevada 89507 Philadelphia, Pennsylvania 19108 St Thomas, Virgin Islands 00801 702/784-6587 215/925-1005 809/776-4044 Chairman: Wilbur Shepperson Chairman. Martha B. Montgomery Chairman: Juel Rhymer Executive Director Judith Winzeler Executive Director. Craig Eisendrath Executive Director. David J. Barzelay New Hampshire Council for the Humanities FundaciOn Puertorriquena de las Humanidades Washington Commission for the Humanities 15 South Fruit Street Apartado Postal S-4307 Olympia. Washington 98505 Concord. New Hampshire 03301 San Juan de Puerto Rico 00904 206/866-6510 603/224-4071 809/721.2087 Chairman: John Ishii Chairman: Nancy Marashio Chairman: Eladio Rivera Quinones Executive Director. Hidde Van Duy m Executive Director: Charles Bickford Executive Director. Arturo M. Carrion Humanities Foundation of West Virginia New ;ersey Committee for the Humanities Rhode Island Committee for the Humanitie Box 204 73 Ea.. Ion Avenue 463 Broadway Institute. West Virginia 25112 New Brun :wick. New Jersey 08901 Providence, Rhode Island 02909 304/768-8869 201/932.7726 401/273-2250 Chairman: James W. Rowley Chairman: Timothy Crist Chairman- Sheila Meg ley Executive Director- Charles Daugherty Executive Director: Miriam L. Murphy Executive Director: Thomas Roberts Wisconsin Humanities Committee New Mexico Humanities Council South Carolina Committee for the Humanities 716 Langdon Street 209 Onate Hall P.O. Box 6925 Madison, Wisconsin 53706 University of New Mexico Columbia. South Carolina 29260 608/262.0706 Albuquerque, New Mexico 87131 803/738-1850 Chairman: Martin Zanger 505/277 3705 Chairman: Larry Jackson Executive Director. Patricia Anderson Chairman: Christina Armijo Executive Director: Leland Cox Executive Director: D. Nathan Sumne, Wyoming Council for the Humanities South Dakota Committee on the Humanities Box 3972. University Station New York Council for the Humanities Box 7050, University Station Laramie, Wyoming 82071.3972 198 Broadway, 10th Floor Brookings, South Dakota 57007 307/766.6496 New York, New York 10038 605/688.6113 Chairman- Chris Plant 212/233.1131 Chairman: Freda Hosen Executive Director. Dennis Frolush Chairman: Elizabeth Janeway Executive Director: John Whalen Executive Director:Jay Kaplan Tennessee Humanities Council North Carolina Humanities Committee P.O. Box 24767 112 Foust Building, UNC.G Nashville, Tennessee 37202 Greensboro, North Carolina 27412 615/320.7001 919/334.5325 Chairman. Milton Klein Chairman: Janice Faulkner Executive Director. Robert Cheatham Executive Director: Brent Glass Texas Committee for the Humanities North Dakota Humanities Council 1604 Nueces P.O. Box 2191 Austin. Texas 78701 Bismarck, North Dakota 58502 512/473.8585 701/663.1948 Chairman: William Wright Chairman: M. John Leno Executive Director. James Veninga Executive Director: Everett Albers Utah Endowment for the Humanities The Ohio Humanities Council Ten West Broadway 760 Pleasant Ridge Avenue Broadway Building, Suite 900 Columbus, Ohio 43209 Salt Lake City. Utah 8101 614/231.6879 801/531 7868 Chairman: Patrick T. Fitzgerald Chairman. Mary Kay Li arus Executive Director: Charles C. Cole Executive Director. Del,. -ant Oswald Oklahoma Foundation for the Humanities Vermont Council on the Humanities Executive Terrace Building P O. Box 58 Suite 500 Hyde Park. Vermont 05655 2809 Northwest Expressway 802/888.3183 Oklahoma City, Oklahoma 3112 Chairman. Dennis DeBevec 405/840.1721 Executive Director. Victor Swenson Chairman: W. David Baird Executive Director: Anita May Virginia Foundation for the Humanities and Public Policy Oregon Committee for the Humanities University of Virginia 418 S.W. Washington, #410 1939 Ivy Road Portland, Oregon 97204 Charlottesville, Virginia 22903 503/241.0543 804/924-3296 Chairman: David C. Olson Chairman: Elizabeth L. Young Executive Director: Richard Lewis Executive Director: Robert Vaughan 53 52APPENDIX Paying For Public Programs

HUMAN, MATERIAL AND FINAN- Foundation Support CIAL resources are required to Almost every state and community benefits sponsor successful educational pro- from the presence of some foundations that sup- grams for the general public. Al- port educational programs for the public. Many though such programs need not cost a great deal, groups interested in sponsoring bicentennial pro- a sponsoring organization must recognize that grams have already worked with foundations in these activities will cost something. Support for their communities and will be aware of wh',41 constitutional bicentennial programs might comefoundations are the best possible sources of sup- from a number of sources: port for bicentennial activities. Those `ho are Internal Support thinking about approaching foundations for the Many organizations might find that no exter- first time should turn first to The Foundation nal support need not be sought to spc.isor bicen- Directory (10th edition) to identify the names tennial programs. Institutional program budgets and interests of foundations in their areas. might be sufficient to pay all costs related to Additional information on foundations can be bicentennial programming. Since the constitutional found in special reference collections operated bicentennial is the most important intellectual with the assistance of the Council on Fouadations and political anniversary of the late 1980s, many in every state. These collections are usually found patrons of community-based institutions will be in large public libraries. The National Foundation expecting special initiatives related to the Center in New York (telephone 212/620-4230) is Constitution. able to direct interested parties to the location of Program managers may well find their boards, these reference collections. finance committees, and trustees anxious to de- There are basically three kinds of foundations vote internal resources to support bicentennial that can be approached: private foundations, cor- programming. porate foundations, and community foundations. In-Kind Contributions The grant guidelines, application forms, deadlines, Because the constitutional bicentennial is an and interests of foundations are diverse. Knowing event of importance to every segment of the the interests of foundations before approaching American community, program sponsors will find them for funds and establishing a good relation- many willing partners for their initiatives. Many ship through a professional presentation are es- of these potential partners will be in a good posi- sential to success in securing foundation grants. tion to lend in-kind supportthat is, human, ma- Business and Individual Contributions terial, and physical support. It is often easier to Agencies interested in developing educational secure non-cash contributions from many commu- bicentennial programming might find strong sup- nity groups, businesses, and associations. port from private businesses and individual do- Such contributions can take many forms nors. A good place to start in looking for such printing, advertising, meeting space, equipment, support is among the friends of an institution, receptions, materials development, etc. Program among people who have contributed time and sponsors should not be reticent about asking for money to it in the past. In addition, program such support and should not limit their requests directors might be able to develop new friends to the better-known business contributors. Other for their institutions by finding business and in- community agencies, particularly city government,dividual donors with a special interest in consti- schod systems, universities and colleges, and largetutional, political, judicial, and government issues. service clubs are often in a position to make sig- Particularly if the budget for a bicentennial pro- nificant in-kind contributions. gram is small, business and individual contributions might be the best source of support.

5 4 APPENDIX°53

Organizational Contribution Federal Commission on the Bicentennial of the Because of the special nature and interest of U.S. Constitution the constitutional bicentennial, direct financial On September 29, 1983, President Reagan support might be sought from a number of spe- signed legislation establishing a Commission on cialized associations and community organizations.the Bicentennial of the U.S. Constitution with a These groups include: mandate "to promote and coordinate activities" Bar Associations for the Constitution's commemoration. The Pres- Leagues of Wome,: ers ident designated Chief Justice Warren E. Burger American Legion Po.,..s as chairman of the commission, and twenty-three Service Clut(e.g., Rotarians, Kiwanis, Ju .ior members of the commission were sworn in by Leagues) Vice President Bush on July 30, 1985. State Historical Societies Originally scheduled to expire on December W 'le many of these groups are funding their 3i 1989, the life of the commission has bee ex- own bicentennial activitic- , they may also have ter .led by Congress to December 31, 1991, to reserved special funding for partnership programsitIde the addition of the Bill of Rights to the with other agencies. onstitution. The bicentennial .elebration is now State Humanities Council Funding divid d into four parts: 1987, the writing and Funding for public educational programs on signing of the Constitution; 1988, ratification of the constitutional bicentennial is available from the Constitution by the thirteen origin-1 states; State Humanities Councils in every state. State 1989, the formation of the federal government councils award grants on a competitive basis. Eachunder the new Constitution and passage by the state council has its own application forms, grant U.S. Congress of the Bill of Rights; and 1'J9O-91, guidelines, application procedures, and decision ratification of the Bill of Rights. process. The commission is sponsoring a number of ac- If a project is to be funded by a state humani- tivities but also expects to have funds available ties council, it is essential that the humanities be to support education programs developed by central to all aspect- of the project. State coun- other groups. For further information, contact cils welcome early contact and discussion with Joseph Phelan, Commission on the Bicentennial potential applicants and are in a position to offer of the U.S. Constitution, 736 Jackson Place, N.W., substantial counse'ing Lo help prepare competi- Washington, D.C. 20503. 202/872-1787 tive grant applications. Ir many states, humanities councils have taken There area, -,ember of other sources of available lea .;rship in developing activities for the consti- funds to support bicenteaz!-' programming. Each tutional bicentennial and can help identify community has aunique set of resources devoted to resources, materials, and support available for public educational activities. The key to successful bicentennial programs. A dirt. _tory of state coun- funding for public education programs in any com- cili is included in this Arnendix. Additional help munity is clear presentation, compelling pm pose, can be obtained from the eederation of State and good design. Humanities Councils, in Washington, D.C. (202/393-5400). State Government and Bicentennial Commission Funding In many statcs, state governments have established commissions to help dc,velop celebrations, study, and public activity related to the r vristitu- dor, -1 bicentennial. In some :-tates, specia, .unds have been set aside to make grants to community organizations to support public programs. A check should be mad^ with state goveriiinents to discover whether special funds are available from bicentennial commissions. In states where such funds are available, there ill often be special application forms, organization requirements, and deadlines. 5 5 54BICENTENNIAL RESOURCE LIST Bicentennial Resource List

THE LIST OF NAMES appearing in The fields of specialty are also noted in many the Bicentennial Resource List is the cases. Not all addresses are complete. The Bicen- most comprehensive of its kind and tennial Resource List accurately reflects informa- was compiled from several sources. tion received as of May 1987. Inquiries may be The State Humanities Councils provided a list of addressed to the St: to Humanities Council or to specialists in their states who have experience the dean of the appropriate academic unit of the working on bicentennial programs or who In ye college or university. expressed an interest in doing so. A second .m- This list was developed for use by planners p-,rtant source of specialists was the "Network of and organizers seeking scholars for public pro- Scholars" that first appeared in the fall 1984 is- grams and other bicentennial activities. The pub- . sae of this Constitution and has since been up- lication of a name is not an endorsement of that dated and published in a current issue of the scholar by the Federation, the State Humanities magazine. this Constitution is published by Proj- Councils, or other cooperating organizations, nor ect '87, a joint committee of the American Hi'tor- does it obligate a scholar to participate in a pro- ical Association and the American Political Science gram. This is a resource list of many superb Association. A third source of specialists includes teachers and scholars who have indicated an in- those members of the American Society for Le- terest in worl-ing with the public. Please contact gal History who have indicated an interest in the person listed directly for further information serving on bicentennial programs. about scholarly expertise, areas of interest, and The Federation of State Humanities Councils availability. exoresses its appreciation to the State Humani- ties Councils, Project '87, the American Societ:- for Legal History, and the Commission on the Bicentennial of the U.S. Constitution, for their cooperation. These combined lists appear in alphabetical order, by state. They follow the listing of the humanities council contact and the state commission contact of the Commission on the Bicenten- nial of the U.S. Constitution. (Each state commission has a compatible scholars list from the Bicentennial Commission which can be made available to requesting parties by state.)

5 6 BICENTENNIAL RESOURCE LIST. 55

W.K. Wood Ruth Jones Alabama School of Graduate Studies Department of Political Science Robert Stewart, Executive Director Alabama State University Arizona State University Alabama Humanities :eundation (The Mind of the Framers) I Conatitu Lion and participatory government) Box A-40 David Kay Birmingham-Southern College en Arizona State University Birmingham 35254 Alaska 205/324.1314 Gary Holthaus. Executive Director (Constitutional law and interpretation Dr. Ed Bridges Alaska Humanities Forum James Kearney 430 'West 7th Avenue Department of History Alabama Bicentennial Task Force Anchorage 99501 Arizona State University Governor's Office State Capitol 907/272.5341 (presidency and the Constitution: Roosevelt years) Montgomery 36130 Allison Elgee John McElroy 205/261-4361 Alaska Commission to Celebrate the U.S. De; -lament of English William D. Barnard Constitution University of Arizona Office of Management and Budget and the Constitution) Department of History IThe Federalist Office of the Governor University of Alabama Larry McFarlane P.O. Box AM (Alabama Cases and the Constitution, Department of History Juneau 99811 Northern Arizona University David Bowen 907/465-368 Department of History (free enterprise and the Constitution) James Waldemar Muller Livingston University Jeffrie Murphy Department of Political Science (Constitution and the Concept of Union) Department of Philosophy University of Alaska Betty Blandon Arizona State University Claus M. Naske Department of History (bases of the Constitution) Department of History University of South Alabama Mark Pastill University of Alaska (Women and the Constitution. 1787.1987) Department of Philosophy Arizona State University Charles Cole Cumberland School of Law Arizona (Constitution and the system of law) Samford University Lorraine Frank, Executive Director George Paulsen (First Amendment, Separation of Powers) Arizona Humanities Council Department of History Michael Eldridge 918 North Second Street Arizona State U iiversity Department of Philosophy Phoenix 85004 (making of the Constitution) Spring Hill College 602/257-0335 Charles Polzer (Constitution and Secular Humanism) Elli Sabragia Ethnohistory Tony Freyer Arizona Bar Association Arizona State Museum School of Law 363 North 1st Avenue (minority rights) University of Alabama Phoenix 85003 Ross Rice (constitutional legal history: civil rights. law. 602/254.9163 Depart:nent of Political Science economy) Allan Buchanan Northern Arizona UniveHty Virginia Hamilton Ethics and Medicine (political understanding of the Constitution) Department of History University of Arizona Mary Rothschild (rights and choices) Un versity of Alabama at Birmingham Department of History (Constitution: Supreme Court: civil rights) Willis Buckingham Arizona State University Wythe Holt Department of English (Constitution and women's rights) School of Law Arizona State University Thelma Shinn University of /Alabama (religious freedom in the nineteenth century) Department of English (The New Federalism) Ekdal Buys Arizona State University Norma T. Mitchell Philosophy of Education (freedom in American women writers) Department of History aiid Social Sciences Central Arizona College Holly Smith Tray State University (right and responsibility under the Constitution) Department of Philosophy (George Mason and the Constitution) Paul Carter University of Arizona rtha Morgan Department of History equisites of freedom) School of Law University of Arizona Isidore Starr University of Alabama (educational issues and the Constitution Scottsdale (Women and the Constitution) Vine Doloria constitutional history) Thomas Osborne Department of Political Science Delno West Department of History University of Arizona Department of History University of North Alabama (Constitution; native Americans) Northern Arizona University (Constitution: concept of higher !aw) Edgar Dryden (Constitution) Howard N. Smith Department of English Department of History University of Arizona rkansas Spring Hill College (Hawthorne and the American way) Jane B:owning, Executive Director

(constitutional history: First Amendment P Marvin Fisher Arkansas Endowment for the Humanities American Studies Edwin L. Sterne Remmell Building. Suite 102 Arizona State University Cumberland School of Law 1010 West TI ird Street (Melville and freedom) Samford U liversity Little Rock 72202 (Declaration of Independence, (,attysburg Robert J. GlennGn 501/372-2672 College of Law Address: Bill of Rights) Cathy Buford University of Arizona Parham Williams Governor's Office (American history: law) Cumberland School of Law State Capitol Samford University I3eka Hoff Little Rock 72201 (First Amendment) School of Law 501/372.2345 University of Arizona (Constitution and the powers to tax) 5 7 56 BICENTENNIAL RESOURCE LIST

James S. Chase Morton Borden Charles Lofgren Department of History Depart ment of History Claremont McKenna College University of Arkansas University of California (American constitutional history) (political parties) (early national period) Daniel H Lowenstein Michael B. Dougan Paul Brest School of Law Department of History School Law Itniversity of California Arkansas State Universit / Stanfca ... University (constitutional law) (federal relations) (constitutional interpretation I Henry Mayer Stephen A. Smith Alble Burke Berkeley Departmen' of Communication Department of History (origins of the Constitution and ratification i University of Arkansas California State University Philip L. Merkel (Bill of Rights; James Mac: ,en's role; sovereign- (First Amendment: history) College of Law political relationships) Myles L Clowers Western State Universe v Kenneth R. Wail, San Diego City College (federalism and interstat. ommerce; Supreme Department of Philosophy (polities in fiction) Court history: legal history( Arkansas Tech University Bruce Craig (John Adams; history) Robert Middlekauff National Palk Service Director (eighteenth-century Congress, Interpretation of Henry E. Huntington Library California historical sites) San Marino James Quay, Executive Director William J. Cuddihy (early American history) California Council for the Humanities Fullerton Robert H. Mnookin 312 Sutter, Suite 601 (civil liberties in the United States and Britain) School of Law San Francisco 94108 Richard Delgado Stanford University 415/391-1474 School of Law (juvenile rights; family law) Jeffrey D. Allen, Executive Director University of California Stanley Mosk California Bicentennial Commission on the U.S. (pluralism, social change. minority rights( Justice, Supreme Court of California Constitution Donald 0. Dewey (states and constitutional iaw) 1455 Crenshaw Blvd., Suite 200 Department of History A.E. Keir Nash Torrance 90501 California State University Department of Political Science 213/328-1787 (James Madison; John Marshall( University of California Norman Abrams John P. Diggins (constitutional history; race and law I School of Law Department of History Gary B. Nash University of California University of California Department of History (criminal procedure) (American political thought) University of Canto, mcl Richard Abrams Ward E.Y. Elliot (early Ai-icon history) Department of History Department of Political Science William Nelson University of California Claremont McKenna College O'Melveny & Myers (business; political: legal history) (representation , democracy; immigration( Los Angeles William B. Allen Malcolm M. Feeley (the judiciary; administrative law( Department of Humanities School of Law John Niven Harvey Mudd College University of California Department of History (Constitutional Convention of 1787: parties, (civil liberties) Claremont Graduate School Founders) Lawrence M. Friedman (American political thought; social history( Joyce Appleby School of Law Michae Parrish Department of History Stanford University Department of History University of California (history; litigation) University of California (colonial; early history; economic and political (judicial history) thought) Christian G. Fritz Hastings College of Law Van L. Perkins Judith A. Baer (history) Department of Pistory Department of Political Science Richard Funston Universityf California University of CaliforniaLos Angvles (constitutional law, theory) (Fourteenth Amendment; women's rights) Department of Political Science San Diego State University John A. Phillips Gordon M. Bakken (constitutional law; history) Department of History Director. Faculty Affairs Edwin W. Gaustad Univ sity of California California Sate University Department of History (British history; legal; social; po .tical. 1660.18591 (nineteenth-century legal and constitutional University of California history) Nicholas C. Polos (religious freedom) Department of History Edward L. Barrett Norman Jacobson Umversay of LaVerne School of Law Department of Political Science (constitutional history) University of California University e' (3alifornia (constitutional law 1 Linda S Popofsky (political am, constitutional theory( Department of Social Sciences Michael R. Belknap Charles a. Kesler Mills College School of Law Henry Salvatori C..nter (seventeenth-century English parliaments. California Western Claremont McKenna College principles of constitutionalism( (First Amendment; civil rights) (The Federalist) C Herman Pritchett Larry Berman David Lindsey Department of Political Science Department of Political Science Department of History University of California University of California California State Unkersity (civil liberties) (presidency) (framing the Constitution: Civil War; Jack N Itabove Gryle Binion reconstruction) Department of History Department of Political Science Gordon Lloyd Stanford University University of California Department of Political Science (American Revolution) (constitutional law; civil liberties) University of Redlands (creation of the American Ccrstaution) 5 8 BICENTENNIAL RESOURCE LIST 57

Martin Ridge Thomas E Cronin Owen M Fiss Henry E. Huntington Library Department of Political Science School of Law San Marino Colorado College Yak University (American political history( Colorado Springs 80903 icomanutional law ) Stefan A. Riesenfeld (presidency; government, politics( Russell Fryer School of Law George M. Dennison Department of Political Science University of California Colorado State University Western Connecticut State University (Constitution) Fort Cams 80523 Thomas Godward I Dorr War: constitutionalism) Ralph A. Rossum Department of Political Science Department of Political Scien( Zdenek Krystufek Western Connecticut State University Claremont McKenna College University of Colorado Elliott Hoffman (American founding; law) Boulder 80303 Department of History David Sadofsky (history of political and legal philosophy( University of Hartford Department of Politics G.S. Rowe (early national period) Chapman College Department of History Richard S Kay (government and society; public administration) University of Northern Colorado School of Law Greeley 80639 John Schaar Umversit . Connecticut Kresge College (Constitutional Convention of 1787: early Supreme (legal history( Unive .sity of California Court; criminal law) Freeman Meyer (politics) Richard Schiedenhelm (Connecticut federalism) Molly Selvin 885 Arapahoe Avenue The Rand Corporation Boulder 80302 Kent Newmye: Santa Monica (nineteenth-century American legal history; law Department of History (nineteenth cent .ry legal/constitutional history; of defamation) University of Connecticut civil justice) I G.S. constitutional history( Martin Shapiro Jeff Powell Connecticut School of Law School of Law Bruce Fraser, Executive Director University of California Yale University Connecticut Humanities Council (constitutional history law) (constitutional law) 41 Lawn Avenue Francis N. Stites Wesleyan Station David Roth Department of History Middletown 06457 Department of History San Di Igcl State University 203/347-6888 Eastern Connecticut State University (colonial and early national Connecticut history( (native Americans; John Marshall. classics( Ralph G. Elliot. Chairman Harry H Wellington Arthur G. Svenson U.S. Bicentennial Commission for the State of Department of Political Science Connecticut School of Law University of Redlands Tyler, Cooper & Alcorn Yale University (constitutional theory; interpretation) City Place. 35th Floor (constituConal law( William Tanner Hartford 06103-3488 Department of History 203/522-1?16 Delaware Humboldt State University Douglas Arnold Henry Ifirschkel. Exect.t;.e Director (constitutional history( Department of History Delaware Humanities Forum Robert C. Walsh Yale University 2600 Pennsylvania ,X),enue Department of Political Science (American diplomatic history. Benjamin Franklin( Wilmington 19806 University of California Robert A. Burt 302, 573-4410 (constitutional law) School of Law Claudia Bushman. Executn e Director Char... H. Wh...ebread Yale University Delaware Heritage Commission University of Southern California (constitutional rights of minors and patients) Cane! State Office Building Law Center Jack Chatfield no North French Street I coist.tutional criminal Procedure; Bill of Rights) Department of History Wilmington 19801 302/652 (1662 Bradford Wilson Trinity College Department of Political Science (Conne-rici.t federalism) Leslie F. Goldstein California State College Christopher Collie( Department of Political Science (American constitutional studies; Department of History University of Delaware University of Connecticut Newark 19711 Stephen B. Woolpert (constitutional theory. women's rights( Government Department (Connecticut colonial and early national history., St. Mcry's College Constitution) Marian L Palley (criminal justice) Ralph P. DuPont Department of Political Science 43 Broad Street University of Delaware New London 06320 Newark 19711 Colorado (Fourteenth Amendment. federalism) (federalism: intergmernmental relat(nsi James Pierce. Executive Director Thomas I. Emerson George S. Swan Colorado Endowment for the Humanities School of Law Delaware Law School 1836 Blake Street. Suite 100 Yale University Widener Universe v Denver 80202 (constitutional law) Wilmington 19803 303/292-4458 (federalism) Thomas.). Farnham Esther M. Capps, Executive In; ector Department of History Colorado Commission on the Bicentennial of the U.S. Constitution Southern Connecticut State Universit:, District of Columbia 7951 East Maplewood Avenue (Connecticut history) Francine C. Cary, Executive Director Suite 327 Estelle Feinstein 1) C. Community Humanities Council Englewood 80111 'Awn ment of History 1331 "11- Street. N W., Suite 310 303/694.9428 University of Connecticut Washington. D.C. 20005 (American social history: urban history) 202/347-1732

;-) 9 58BICENTENNIA I. RESOURCE LIST

Jeanne Owls, Associate Dire. W. Richard Merriman. Director Michael M. Burns Commission on the Bicentennial of the U.S. The Jefferson Foundation Nova University Law Center Constitution 15`29 -18th Street. N.W. :3100 SW 9th Avenue 734 Jackson Place. N.W. D.0 20036 Ft. Lauderdale 33315 Washington, D.C. 20503 (colonial, revolutionary political thoug:it in (Constitutional Convention of 1787. equal rights. 202/653.9808 America: race) free speech) Elliott Ashkenazi Herman Schwartz Johnny C. Burris 5059 Sedgwick Street. NAV. School of Law Nova University Law Center D.C.`20016 American lir. versity :3100 SW 9th Avenue (judicial structure: foreign intelligence) 4400 Massachusetts Avenue. N W Ft Lauderdale 33315 James M. Banner. Jr. D.C. 20011i (constitutional history) Resources for the Future (civil rights: civil liberties) Phyllis Coleman 1616 P Street. N.W. Richard G. 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Room 1307 Department of Political Science Gainesville :32(311 D.C. 20530 No. College of the University of South Florida (vi riling of ttie Constitution. foreign affairs. (political thought of the Founders: judiciary) Sarasota 3:3580 federalism: religion) R. Michael McReynolds (citizenship, S. Wisotsky National Archives and Records Administration Augustus Burns. Ill Nova University Law Center Legislative Archives Division Department of History (privacy: drug testing. criminal lav,) D.C. 20408 University of Florida (constitutional history) 4131 Turlington Hall 6U Gainesville :32611 BICENTENNIAL RESOURCE LiST 59

Karen O'Connor Herbert F'. Margulies Georgia Department of Political Science Department of History Ronald Benson, Executive Director Emory University University of Ilawaii at Manoa Georgia Endowment for the Humanities Atlanta 30322 (U.S con: titutional history) 1589 Clifton Road. N.E. (constitutional law) James McCutcheon Emory University I. i Ridley American Studies and History Atlanta 30322 Department of Political Science University of Hawaii at Manoa 404/727-7500 Kennesaw College American cultura: history, Helen P. Dougherty. Executive Director Marietta 30061 Norman Heller Georgia Commission on the Bicentennial of the U S. 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Frederick N. Bates Stuart S Nagel Nathan Tarcov 622 Briar Place Department of Political Science Department of Political Science Chicago 60657 University of Illinois University of Chicago (colonial and revolutionary periods) 361 Lincoln Hall 5828 South Uriversity Avenue Peter V. Baugher Urbana 61801 Chicago 6063',' Schiff Hardin Waite (constitutional law, cit. 11 liberties) (John Locke, Ainenean political thought, the 72('YJ Sears Tower Peter F. Narduili fotmd;(ig, forer,git doh) ) ; Chicago 60606 Institute of Government Arthur W. Thurner (constitutional law' University of Illinois Department of History Roger D. 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Mary L. Dudziak Ak'n It. Jones Eileen Meehan College of Law Department of History Communication Studies University of Iowa Grinnell College University of Iowa Room 476 (U.S. Constitution) John Nelson Iowa City 52242 Clair W. Keller Department of Political Science (twentieth-century history; law; civil rights) Department of History University of Iowa Carolyn Dyer Iowa State University William Paul School of Journalism and Mass Communications Ames 50011 Department of Philosophy University of Iowa (seventeenth and eighteenth century, federal and Central College state constitutions) David Ferch Elbert Permar Department of History Linda Kerber Departmeit of History and Government Mount Mercy College Departm-nt of History Marshalltown Community CA,Ilege (history of Iowa) University of Iowa Donald Racheter Wayne Franklin Iowa City 52242 (women and the Constitution, early republic. Department of Political Science Department of English and Amencan Studies Central College University of Iowa teaching) Richard N. Kirkendall William D. Russell Norman C. Freund Department of Political Science and History Department of Philosophy Department of History Iowa State University Grandview College Clarke College (constitutional law) Richard L. Klaessy Dennis J. Goldford Jan Robbins Department of Political Science Department of Sociology and Anthropology Marshalltown Community College English Language & Literature Drake University University of Northern Iowa Kathleen Green Gary H Koerselman (First Amendment; religion; schools) Department of History and Political Science Department of History and Political Science William Rosberg Morningside College Morningside College (constitutional history I Department of Political Science (U.S. history) Kirkwood Community College Richard N. Kottman Bruce Gronbeck Ralph W. Scharnau Communication Studies Department of History Iowa State University Department of History University of Iowa University of Dubuque Thomas C. Lansworth James Hamre Dorothy Schu, Ceder Department of Philosophy School of Journalism Drake University Department of History Waldorf College Iowa State University Joan Lingen John D. Hancock Thomas Seyrs Department of Economics School of Art Clarke College Kirkwood Community College Drake University (European history) Russell E. Lovell Robert Hariman Albert It. Sellen Department of Speech and Communict dons School of Law Drake University Department of History and Political Science Drake University Morningside College Nancy Hauserman Richard Lowitt (U.S. history) Business School Department of History Iowa State Universit; Jerry Shakeshaft University of Iowa Department of Political Science (industrial relations; human resources( Phillip Lucas Iowa State University Robert M. Healey Department of History Cornell College Anthony A. Smith Department of History Department of Philosophy Dubuque Theological Seminary James L Luke Iowa State University (Thomas Jefferson) School of Music Drake University Rodney L Smith William Hines Department of History School of Law Bruce K. Martin University of Dubuque University of Iowa Department of English Drake University John Snloski Gary Hobbs School of Journalism and Mass Communications School of Fine Arts Myron A. Marty University of Iowa Drake University School of Lioeral Arts and Science, Drake Ur iversity Ira L. Strauber I3arbara C. Hodgdon Department of Political Science Department of English Barry Matsumoto Grinnell College L';ake University School of Lau (constitutional law; politics) Henry Horwitz University of low a Deborah Stingenz Department of History Sara McAlpin School of Law University of Iowa Department of English Drake University Walter Flout Clar'College Donald W. Sutherland Department of History Dol.ald McCloskey Department of History I)rake University Department of Economics and History University of Iowa Helen Humeston University of Iowa Iowa City 52242 Department of History Gera,d McCrigt (English law, 117M-1700) Clarke College Department of . conomics Ross B. Talbot Robert ... Hunter Marshalltown Community College Department of Political Science School of Law George McDaniel Iowa State University Drat. e University Department of History Thomas Thompson Marvin D. Jensen St. Ambrose College Humanities and Fine Arts Communications and Theatre Arts George NIcJimsey University of Northern Iowa University of Northern Iowa Department of History David Timmer Iowa State University Department of Religion C.:entry! College 64 BICENTENNIAL RESOURCE LisT 6:3

Jon Torgerson Rex Martin Robert Clark Department of Philosophy Department of Philosophy Department A Religious Studies Drake University University of Kansas Campbellsville College 4political and legal philosophy: philosophy of Charles E. Vernoff WillirEllis history: civil disobedience, legal rights) Department of Religion Department of History Cornell College Sister Mary Lenore Martin Eastern Kentucky University David Vernon Department of History (American religious history) School of Law St. Mary College (international relations: U.S. Constitution) George H. Gad'oois. Jr. University of Iowa Department of Political Science Joseph F. Wall Stephen E. Meats University of Kentucky Rosenfield Program in Public 'fairs Department of English Lexington 40506 Grinnell College Pittsburg State University (impact of American Constitution on Indian 2000 Country Club Drive (early American literature) Constitution) Grinnell 50112 Donald G. 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Hample Bra ey C. Cation University of Louisville Department of Communication Department of Political Science (constitutional decision making) Emporia State University University of Kentucky (oratory in American history, myths surrounding Lexington 40506 Mary K. Bonsteel Tachau Amr aca's creation) (judiciary: Fourth Amendment) Department of History University of Louisville Frano;s H. Heller Carl P. Chelf Louisville 40292 Department of Law and Political Science Department of Government University of Kansas Western Kentucky University (constitutional history: co...r(s: federal era) (constitutional law: history, federalism) Bowling Green 42101 Roger D. Tate (constitutional development: constitutional and Somerset Community College public policy) Somerset 42501 (twentieth-century political history) 65 64 BICLNTENNIAL RESOURCE LIST

Paul J. Weber Christine Ilolden Department of Political Science Maine Department of History University of Louisville Dorothy Schwartz, Executive Director University of Southern Maine Louisville 40292 Maine Humanities Council Portland 04163 (Founding: constitutional conventions; First P.O. Box 7202 (women and the Constitution) Amendment: courts) Portland 04112 Warren Horton 207/ 773.5051 Department of History Louisiana Rosalyne S. Bernstein. Program Director University of Maine Presque isle 04769 Michael Sartisky. Executive Director Maine Commission to Commemorate the (American Revolution to early national period: Louisiana Eno).ment for the Humanities Bicentennial of the U.S. Constitution social history) The TenO-One Building P.0 Box 4820 1001 Howard Avenue, Suite 4407 Pc ..land 04112 Stanley Howe. Director New Orleans 70113 207/8794792 Bethel Historical Society 504/5234352 John Ahlin I' O. Box 12 Bethel 04217 Terry Allbritton. Executive Director Cooperative Extension Service (art and culture of the Revolutionary era) Louisiana Commission on the Bicentennial of the University of Maine U.S Constitution Orono 04469 Arthur Johnson P.O. Box 51288 1 U.S. Constitution Department of History New Orlean 70151-1388 Neal W. Allen University of Maine 504/568-5705 Law School Orono 04469 (U.S. economic and business history) Warren M. Billings University of Maine Department of History 246 Deering Avenue Richard Judd University of New Orleans Portland 04102 Department of History Lakefront (legal history: American and English constitutional University of Maine New Orleans 70148 history) Orono 04469 (Virginia, Founding perm, . early American law( Diana Barnes (Maine history. U.S economic and labor history) Lloyd Bo:)field Department of Women's Studies Randall Kindleberger Law School, Jones Hall University of Southern Maine Department of History Tulane University Portland 04103 University of Maine New Orleans 70115 (women; history) Machias 04654 (British origins; Magna Carta) Joel Bernard George Kollias Michael W Comb Department of History Department of History Pepartment of Political Science Colby College Brunswick High School Louisiana State University Waterville 04103 Brunswick 04011 Baton Rouge -0803 Joyce Bibl,er Dan Levine (judicial poh'ics: constitutional !ay.: black politics) Department of History Department of History James L. Dennis University of Southern Maine Bowdoin College Associate Justice Portland 04103 Brunswick 04011 Louisiana Supreme Court ( United States and East Asia history . American (modern America. Denmark: tg, elfare state) domestic architecture) 301 Loyola Avenue Robert Libby New Orleans 70112 Joys:e Butler Biddeford High School (constitutional law) Durrell's Bridge "-it'd Maplewood Avenue Ronald M. Labbe Kennebunk 04043 Biddeford 04003 Department of Political Science Richard Condon (journalism) University of Southwestern Louisiana Department of History Donald Lord P.O. Box 44873. U SL Station University of Marne Department of History Lafay ette 70501 Farmington 04938 Unity College (constitutional law) (constitutional history) Unity 04988 Ann M. Mc Laurin Anthony Corrado (Shays' Rebellion: social history) Department of Social Sciences Department of Political Science James McKenna. II' Louisiana State Univers ty Colby College Department of the Attorney General 8515 Youree Drive Waterville 04901 State of Maine Shreveport 71115 (constitutionalism) State House of Station 6 (twentieth-century' history and politics; diplomaticJacques Down Augusta 04333 history; southern history) Department of Humana es (constitutional history and law) William D. Pederson University of New England Sarah McMahon Department of Social Sciences Biddeford 04005 Department of History Louisiana State University Clare Exner Bowdoin College 8515 Youree Drive Department of History Brunswick 04011 Shreveport 71115 University of Maine (American colonial and early national history: social (presidency: public justice) Presque Isle 04769 history, women's history) Dan Rosen James Friedman Richard Mammon Law School Law School Department of Prslitical Science Loyola University University of Maine University of Southern Maine New Or lean 70118 246 Deering Avenue Portland 04103 (speech and press: separation of power: judicial Portland 04102 review) Sanford Maisel Alan Hall Department of Political Science Dale E. Williams Department of Social Studies Colby College Department of History Yarmouth High School Waterville 04901 Loyola University West Elm Street New Orleans 70118 Eugene Mawhinney Yarmouth 04096 Department of Political Science (eighteenth-century history) Cheryl Ilarrington University of Maine 3 Green Street Orono 04469 Winthrop 04364 (constitutional law: civil liberties. federalism:, 66 religion: education) BICENTENNIAL RESOURCE LIST 65

Richard Morgan Greg Stiverson, Director George A. Mitts Department of Government Maryland Office for the Bicentennial of the U.S. Department of History Bowdoin College Constitution Clark University Brunswick 04911 Maryland Stat., Archives Worcester 01610 Richard Moss Box 828 (Founding period, U.S Constitution -abroad) Annapolis 21404 Department of History Fran Burke 301/269.3914 Colby Co:. -ge 20 Joy Street Waterville 04901 Herman Belz Boston 02114 (Noah Webster; Jedidiah Morse; America, Department of History (American political thought, First Amendment; 1800.1860) University of Maryland federalism) College Pars 20742 Jerome Nadeihaft James MacGregor Burns Department of History (nineteenthcentury history) Department of Political Science University of Maine Milton C. Cummings Williams College Orono 04469 Department of Political Science Williamstown 01267 (American colonial, Revolution, confederation andJohns Hopkins University (party history; the "second" Constitution) United States history) Baltimore 21218 Robert F. Campbell Kenneth Palmer (representation and electoral process) 103 King Philip Road Department of Political Science Louis Fisher Worcester 01606 University of Maine 4108 Southend Road (Fourteenth Amendment; federalism, the Orono 04469 Rockville 20858 Constitution and the economy) Gwilym Roberts (separation of powers; execntivelegislatiee Milton Cantor 12 Knowlton Avenue relations) Department of History Farmington 04938 Jack P. Greene University of Massachusetts (political ideology; Vermont history) Department of History Amherst 01002 Edward Shriver Johns Hopkins University (First, Fourth, Fifth, Sixth, Eighth Amendmends; Department of History Baltimore 21218 Supreme Court) University of Maine (colonial and Revolutionary background of the John J. Carroll Constitution) Orono 04469 Department of Political Science (Maine, New England, and environmental history)J. Woodford Howard, Jr. Southeastern Massachusetts University David Smith Department of Political Science North Dartmouth 02747 Department of History Johns Hopkins University (state constitutions; First Amendment:, University of Maine Baltimore 21218 constitutional conventions) Orono 04469 (twentiethcentury constitutional law and history) Jonathan M. Chu (agriculture, urban, and New England history) Michael J. Balton.' Department of History Roger Teachout Departm °nt of Government and Politics University of Massachusetts Department of Political Science University of Maryland Boston 02125 University of Maine College Park 20742 (impact of law on private and L-cial relationships) Augusta 04330 (Congress and the Constitution; legislative- George Dargo (con stitutionm history) executive relations; religion) New England School of Law George Thurston Robert W. McHenry 154 Stuart Street Department of History Department of History and Political Science Boston 02116 University of Maine Montgomery College (legal and constitutional history; early America) Rockville 20850 Machias 04654 Sheldon Goldman Richard Wescott (Montesquieu; foreign affairs) Department of Political Scienc" Box 455 Theodore McNelly University of Massachu' etts Tide Mill Road Department of Government and Politics Amherst 01003 South Harpswell 04079 University of Maryland (constitutional law; civil Iterties, judicial process) Ctiltege Park 20742 (constitutional history) James Wice Gordon Allan Whitmore Ralph S. Pollock School of Law Department of History 10416 Democracy lane Western New England College University of Southern Maine Potomac 20854 1215 Wilbrakam Road Portland 04103 Alfred A. Porro, jr. Springfield 01119 (U.S. social, intellectual, economic and black University of Baltimore (American legal and constitutional history ) history) Law School Robert A. Gross Dorothy Clark Wilson 1420 North Charles Street American Studies Department 114 Forest Avenue Baltimore 21201 Amherst College Orono 04473 (protection of property; environmental rights Amherst 01002 (Dolly Madison history) under the Constitution) :social history of the Revolutionary era) Dean Kinvin Wroth Paul T. Heffron Law School Massachusetts Department of Political Science University of Maine David Tebaldi, Executive Director Northeastern University Portland 04103 Massachusetts Foundation for Humanities and Boston 02115 Public Policy (American constitutional development; Bill of Maryland 1 Woodbridge Street Rights; American presidency) South Hadley 01075 Peter Charles Hoffer Naomi Collins, Executive Director 413/436.1385 Harvard Law School Maryland Humanities Council Cambridge 02138 516 North Charles Street, Suite 201 Margaret Cavanaugh, Executive Director Massachusetts Commission on the Bicentennial (origins of the Constitution, early history of Baltimore 21201 federalism) 301/625.4830 State House, Room 114 Boston 02133 Margaret Horsnell 617/727-v68 Department of History American International College Springfield 01109 (constitutional history; federalism; civil liberties) E7 66 BICENTENNIAL RESOURCE LIST

Samuel P. Huntington David P. Bennetts Center for International Affairs Michigan St John's University Harvard University Ronald Means, Executive Director Collegeville 56321 1721 Cambridge Street Michigan Council for the Humanities (U.S. L ,tory; slavery; Civil War and the Cambridge 02138 Nisbet Building, Suite 30 Constitution: Founders) (American and comparative politics) 1407 S. Harriman Road Joseph Farry Joseph Gordon Hylton. jr. East Lancing 48824 St. John's University 39 HudsonStreet 517/335.0160 Collegeville 56321 Somerville 02143 Ronald Russell, Director .iti-Federalists and Constitutional theory: Anti- :onstitutional history, role of the state. Virginia Michigan Commission t.n the U.S. Constitution F .deralists and the 13111 of iuglits and the Constitution) Department of Mangement and Budget David P. Flint William Kristol Louis Cass Building. 1st Floor Department of Political Science Kennedy School of Government Lansing 48909 Moorhead State University 517/373.1004 Harvard University Moorhead 56560 Cambridge 02138 Richard H. Austin U.S Constitution; First A mendm. at) (political theory: public policy) Secretary of State Robert C Fox Ronald J. Lettieri Lansing 48918 Metropolitan State University Department of History Corrine L. Glib St. Paul 55101 Mount Ida College Department of History (constitutional law: interpretation, decision Newton Centre 02159 Wayne State University making: constitutional history) (seventeenth- and eighteenth century Anglo- Allen Horstman Joan Gunderson A merman politics) Albion College St Oiaf College Joyce Lee Malcolm, Director (constitutional and legal history; policy and the Northfield 55057 New England Heritage Center Constitution. Second Amendment) (early America, women. constitutional thought) Bentley College Burnet V. Davis Barbara P Hauser Waltham 02254 Department of Political Science 1800 Midwest Plaza (English origins of the Americwi Constitution; Bill Alma College Minneapolis 55402 of Rights: Second Amendment) Alma 48801 (1.1 S. Supreme Court) Harvey C. Mansfield. Jr (Abraham Lincoln; politics, Founding Fathers) N. Doran Hunter Department of Government Robert Jerome Glennon Department of Political Science Harvard University School of Law Mankato State University Littauer M31 Wayne State University Mankato 56002 Cambridge 02138 Detroit 48202 (see enteenth- and eighteenth- century political (constitutional theory; executive power) (constitutional law) theory) Ronald R. Robian Maurice Kelman Stanley J. Idzerda Department of Government School of Law Department of History Smith College Wayne State University College of St. Benedict Northampton 01063 Detroit 4820? St. Joseph 56374 (constitutional history. presidency. politicll (constitutional law I (American and European political thought. parties) Frederick Schauer philosophy and theory John P Roche University of Michigan Samuel Krislow The Fletcher School of Law and Diplomacy Law School Department of Political Science Tufts University Ann Arbor 48109 University of Minnesota Medford 02155 (free speech and the First Amendment; Minneapolis 55455 (constitutional history and law) constitutional interpretation (constitutional law and history. frt edom of speech) David Schaefer Robert A. Sedli Robert Lindsay Lee Department of Political Science School of Law Briggs and Morgan. P.A Holy Cross College Wayne State University 24 IDS Center Worcester 01610 Detroit 48202 Minneapolis 55402 (political thought. Founding period, constitutional (constitutional law. civil rights and liberties) (English and American legal histor!,English law) Sandra F. VanBurkleo origins) Aviam Soifer Department of History Melton] V McCormick School of Law Wayne State University If L. McCormick Editorial Company Boston University Detroit 48202 4923 S.W. Gateway, #1() 715 Commonwealth Avenue (constitutional history; early national U S. history) Riverside 64151 Boston 02215 Edward M. Wise (civil rights: civil rignts law) (legal history: constitutional law) Wayne State University Paul I,. Murphy Richard Taskin Law School Department of History Department of History Detroit 48202 University of Minnesota North Adams State College (constitutional theory and interpretation:, Minneapolis 55655 (voluntary associations: popular culture and (twentieth-century constitutional history: civil political history) Minnesota liberties) Lawrence C. Zacharias Susan M. Olsor School of Management Cheryl Dickson, Executive Director Minnesota Humanities Commission Department of Political Science University of Massachusetts University of Minnesota Amherst 01002 580 Park Square Court 6th & Sibley 1414 Social Sciences Building (constitution and the economy; corporations: Louis Minneapolis 55455 Brandeis) St. Paul 55101 612/224.57'39 (interestgroup litigation; rights of disabled plAs(1ns) Scott Fride, Director Minnesota Commission on the Bicentennial of the Norman L. Rosenberg U.S, Constitution Department of history 200 Ford Building Macalester College 117 University Avenue St. Paul 55105 St. Paul 55155 (legal and constitutional history: civil liberties) 612/296.8997 68 BICENTENNIAL LIST RESOURCE 67

Gerald Michael Schnabel David 3. Bodenhamer II.W. Perry Department of History Department of History Department of Political Science Bemidji State University University of Southern Mississippi Washington University Bemidji 56601 Hattiesburg :39406 St. Louis 63130 (U S history, American Re I. olution, American (constitutional and legal history , criminal justice) i Sum eMe Court, constitutional lati. , the courts reli(;on) Michael de L. Landon and public policy) Carolyn Shrewsbury Department of History Steven Pm o Mankato State University University of Mississippi Department of Political Science Mankato 56001 University 38677 St. Louis University (women's rights and the Constitutioi.i (Englishgal and constitutional history) St. Louis 63130 Kenneth Smemo Charles nowery (constitutional h.iry, civil rights. interest Moorhead State University Depai:ment of History groups) Moorhead 56560 Mississippi State University Richard A Watson (origins of the Constitution; First Amendment *Iississippi 39762 Department of Political Science freedoms) irly national U.S. history University of Missouri Rank J. Sorauf Luther T. Munford :309 Professional Building 1414 Social Science Mississippi College Columbia 65201 University of Minnesota School of Law (presidency) Minneapolis 55455 Jackson 39202 William M Wiecek (judicial r acess; Supreme Court) Department of His; ary Charles E. Umbanhowar University of Missouri Department of Po'atical Science Missouri Columma 6"9.11 St. Olaf College Chririne J. Reihy. Executive Director I A mencar 'al and constitutional history) Northfield 55057 Missouri Committee for the Humanities, Inc (Constitutioral Convention of 1787) Loberg Building. #204 11425 Jorsett Road g Montana Rudolph J. Vecoli Mary'and Heights 63043 Margaret Kingsland, Executive Director Department of History 314/739-7368 University of Minnesota Montana Committee for the Humanities P,O. Bo 8036 Minneapolis 55455 Joanne Hibdon, Executive Director Hellgate Station (constitutional law; immigration; naturalization; U.S. Constitutir-. Bicentennial Commission of rights of aliens) Missouri Missoula 598'17 State. Capitol P ' ng, Room 116.3 406/243-602:. Howard Vogel Jefferson City Richard Roeder Ham'. le University 314/751.5938 School of Law Montana Constitutunia: Connections Committee 1536 Hewitt Avenue Joseph Fred Benson Statehood Certennial Office St. Paul 55104 St. Louis County Law Library P.O. Box 1989, Capitol Static n , constitutional law and theory: fundament, rights) 7912 Delmar Blvd. Helena 59620-1989 University City 63130 406/444.1989 Daniel J. Ward (Thirteenth Amendment; war powers) Department of Government Robert Ai-chibald St John's University a.nryin R Cain Montana Historical Society Helena Collegeville 56321 Department of History (American constitutional law, interrelation in University of Missouri Margaret Davis federal branches of government, civil rights) helta 65401 League of Women Voters aieteenth century history I Gayle Graham Yates Helen.. Department of American Studies Roger W. Corley Jeanne Eder University of Minnesota Department ofistory Native American Studies Minneapolis 55455 Northwest Misso it State Urns ersity Eastern Montana College (twentieth century cultural history; women, the Maryville 64468 (twentieth-centuri, onstit renal history) Harry W h ritz South) Department 'Ai History Catherine H. Zuckert Gerald T. Dunne Universit!, ,,t Montana Departmei,c of Political Science St Lozis University Missoula 59812 Carleton College Law School (constitutional and legal history. origins of the Northfield 55057 3700 Lindell Constitution ) (American constitutional law; Federalist- anti- St Louis 63130 (Supreme Cour. history) James Goetz Federalist debate; federalism: women's -ights) Department of Government Michael P. Zuckert Walter Ehrlich Montana State University Carleton College Department of History (constitutional law) Northfield 55057 University of Missouri St. Louis 63121 Thomas Huff (constitutional law; Founding, post-Civil War Department of Philosophy amendments) (impeachment; presidency; origins of the Constitution) University of Montana (philosophy of law) David l'homas Konig Mississippi Department of History James Lopach Cor. N:orman, Executive Director Washington Univc 'sit De, n t of Political Science Um 's, Mississippi Committee for the Humanities Box 1062 Montana 3825 Ridgewood Road. Room 111 St. Louis 63130 Icon,. minicar:. public policy and the Montan.. Ste C ons.ittichei I Jackson 39211 (seventeenth- and eighteer" itury legal and 601/982-6752 constitutional development, Michael Malone Fred Slabach, bicentennial Coordinator Alan F. Perry Academic Affair,. U.S. Bicentennial Commission of Mississippi National Archives Montzna State I' nvewrsity P.O. Box 139 Kansas City Branch Lauren MclOnsey Jackson 39205 2312 East Bannister Road Department of Government 601/35943160 Kansas City 64131 '.lontana State University (native Americans and constitutional law) (Canadian and American political systems)

9 68 BICENTENNIAL RESOURCE LIST

Thomas Payne Donald R. Hickey A 13 Win' Department of Political Science Department of History Departme ...al Science University of Montana Wayne State College University e 'ca-Lincoln (American government) (Constitutional Convention of 1787, First (American ci.istitutional law. American politico) Ron F. Perrin Amendment; Nebraska's origins) institutims) Department of Political Science Philip Jordan 2nneth Wise University of Montana Department of History 4-atment of Political Science (political theory and philosophy) Hastings College ,1 eight on University James T. Ranney I republican theory. Bill of Rights; First (national security and freedom of the press) School of Law Amendment: immigration) James Wunsch University of Montana Kent A. Kirwan Department of Political Science (constitutionalism from ancient times to present: Department of Political Science Creighton University emphasis on U.S Constitution) Unitsity of Nebraska-Omaha (nomination, election, campaign spending. Richard Roeder (philosophical background of the Constitution) federalism) Department of Histor, and Philosophy Warren Kneer Montana State University Department of History Nevada Bozeman 59717-0001 Creighton University (con stitutie. ;story) resident vs Congress: war powers; crime and Judith Winzeler. Executive Director Nevada Humanities Committee punishment) Billy G. Smith P.O. Box 8029 Department of History and Philosophy Bryan F. LeBeau Reno 89507 Montana State University Department of History 702/784.6587 C,reightc n University (historical background of the Constitution) Leslie B. Gray, Executive Director Nebraska Nevada Commission on the Bicentennial of the U.S. Jane Hood, Executive Director Thomas C. Mackey Constitution Nebraska Committee foe the Humanities Department of History Supreme Court. Capitol Complex Lincoln Center Building. #422 University of Nebraska Carson City 89710 215 Centennial MallSouth 610 Oldfather Hall 702/885.5176 Lincoln 68588 Lincoln 68508 Michael Brodhead (constitutional history: legal history. criminal law: 402/474.2131 Department of History social problems) Julie Garay. Exe.- live Director University of Nevada United States C.stitution Bicentennial Thomas Mans Reno 89557 Commission of Nebraska Department of Political Science (Supreme Court in the nineteenth r ,ntury) Creighton University Varner Hall, Room 219 Jay Coughtry (nomination; election: federalism; campaign 3835 Hcldrege Street Department of History spending) Lincoln 68583 University of Nec ada 402/472-2111. Ext. 320 Dennis Mihelich 4505 Mary ,and Parkway Kent Blaser Department of History Las Vegas 89154 Department of History Creighton University (early national period: Afro- American history; Wayne State College (President vs. Congress: war powc-s; immigration social history) reform) (historical origins of the Constitution. ratification: Robert Davenport civil rights and liberties) David Ramsey Department of History Harold Blostein Department of History University of Nevada-Las Vegas Department of Political Science York College (American history) Kearney State College (George Washington: background of the Constitution) Jerome Edwards (constitutional law, philosophy: political qystem I Department of History Loree Bykerk Jerold L. Simmons Universityof Nevada-Reno Department of Political Science Department of History (diplomatic history) University of Nebraska-Omaha Univercityof Nebraska-Omaha (twentieth-century civil liberties) Elizabeth G. Gonzalez (constitutional principles, separation of powers) 411 East Bonneville Avenue Esther S. Cope Robert F. Sittig Las Vegas 89101 Department of History Department of Political Science (constitutional developn.ent; commerce clause) University of Nebraska-Lincoln University of Nebraska Gary Jones (historical and philosophical background of the Ifederal-state functions. judicial authority; political parties) Department of Political Science Constitution in English history) University of Nevada-Las Vegas Char ies Dougherty J.M. Sosin (constitutional history) Department of History Department of Philosophy Elizabeth Raymond Creighton University University of :...braska 610 Oldfather Hall University of Nevada-Reno (right to live; right to die) (colonial history) Lincoln 68588 Betty N. Evans (seventeenth- and eighteenth-century history: William Rowley Department of Political Science judicial review) Department of History Creighton University Jo Taylor University of Nevada-Reno (civil rights aryl liberties: First Amendment, (public history) theories of interpretation) Department of Humanities Wayne State College Elmer Rusco Charles H. Evans ale Federalist: Franklin's speech in the Depai tment of Political Science Department of Political science convention of 1787) U ,iversity of Nevada-Reno Hastings College (American government) (civil liberties and rights; freedom of religion) George D. Watson. Jr. Department of Criminal Justice Richard Siegel David Haberman Thadron State College Department of Pobtra, Science Schoo'f Journalism (constitutional law; comparative constitutional University of Nevada-Reno Creig .on University studies; teaching the CnnsOlution I (international relations) (national security: freedom of the press! Ashton Welch Dina Titus Department of History Department of Political Science Creighton University University of Nevada-Las Vegas (immigration reform) 'dublic administration) 70 BICENTENNIAL RESOURCE LIST. 69

Andrew Tuttie George K. Romoser Paul G.E. Clemens Department of Political Science Department of Political Science Department of flii,tory University of NE iada-Lr , Vegas University of New HampsIdre Rutgers University (comparative government) Durham 03824 new Brunswick 0896:3 (U.S. and comparative political theory I (colonial history. Constitutional Convention of New Hampshire Lorenca C. Rosa) 1787) Charles Bickford, Executive Director New Hampshire Constitution Commission Joan W. Coward New Hampshire Council for the Humanities 203 Loudon Road. Building 8. Apt. 8 Department of History 15 South Fruit Stree' Concord 03301 Rutgers University Concord 02301 (educational programs on state and federal Camden 08102 603/224-4071 constitutions) Charles T. Cullen tussell C. Chase. Chairman James Smart Princeton University New Hampshire Bicentennial Commission on the Department of History Princeton 08544 U.S. Constitution Keene State College (papers of Thomas Jefferson) Middletown Road William Sullivan frying Dillard Wolfeboro 03894 Department of History Woodrow Wilson School 603/569-1827 St. Anselm's College Princeton University Frank Broderick William Taylor (Bill of Rights: freedom of speech and press; Department of History Department of History Sup -eine Court) University of Massachusetts-Boston Plymouth State College Don-.1d L. Drakeman 84 Bunker Hill Road Laurel Ulrich 98 Magnolia Lane Strathan, NH 03885 Department of i. -tory Princeton 08540 Vincent Capowski University of New Hampshire (church and state) Department of History R. Stuart Wallace Paul H. Elovitz St. Anselm's College New Hampshire State Division of Historical Department of History Maryann Civitello Resources Ramapo College Mahwah 07430 Department of History David We tters Rivier College English Department Jay M. Feinman Charles Clark University of New Hampshire Rutgers Law School Department of History Durham 03824 Camden 08102 University of New Hampshire James Wright Hi...old V. Ferguson. Jr. Durham 03824 Department of History 426-21st Avenue (colonial America) Dartmouth College Paterson 07513 Christine Compston (reconstruction amendments) 36 Lincoln Street William J. Gilm' 'e Exeter 03833 New Jersey Department of History Miriam L. Murphy. Executive Director Jere Daniell Stockton State University New Jersey Committee for the Hu maities Pomona 08240 Department of History 73 Easton Avenue Dartmouth College (American cultural history. 1750-1850; Vermont New Brunswick 08901 and New Jersey history) Charles G. Douglass. Ill 201/932.7726 Robert W. Harper Senior Justice Lynn Edwards. Execut: ,e Director New Hampshire Su pre ne Court Lepartment of History Constitutional Bicentennial Commission of New C lassboro State College Noble Drive Jersey Lawrence D. Hogan Concord 03301 Ramapo College Union Ca.lege (state constitutien; Bill of rights) 505 Ramapo Valley Roar' 20 Rainier Road Evelyn C. Fink Room G431 Fanwood 07023 Dartmouth College Mahwah 07430 1680 Hanover 03755 201/529-7401 John F.Z. Irving David Leinster Benjamin Barber 163 Washington Street Morristown 07960 Department of History Department of Political Science Keane State 7ollege Putgers University Stamey N. Katz David F. Long Hickman HO, Room 411 Princeton University Department of History New Brunswick 08v63 Woodrow Wilson School Princeton 08544 University of New Hampshire Norma Basch (constitutional history, Supreme Court) John Lynch Rutgers University Department of History Department of History Warren F. Kimball St. Anselm's College :314 Conklin Hall Department of History Newark 07102 Rutgers University Jon Meyer (nineteenth-century women) New Brunswick 08903 Backus. Meyer & Solomon 116 Lowell Street Michael L. Belknap George B. Kirsch Manchester 03105 School of Law Department of His( ory (First Amendment) Seton Hall Manhattan College Newark , 07102 Riverdale NUY 10471 N. Nicholas Muller. III President William S. Berlin Mark E. Lender CelbySawyer College Department of Political Science Director of Grants New London 03257 Montclair State College Kean College (U.S., New England and Vermont history) Upper Montclair 07043 Jan E. Lewis LIE bert Nakamura Howard R. Cell Department of History Department of American Politic. Department of Philosophy and Religion Rutgers University Dartmouth College Glassboro State College Newark 08102 John Resch Richard D. Challener University of New Hampshire Department of History Hackett Hill Road Princeton Jniversity Manchester 03102 Princeton 98544 71 70 BICENTENNIA I. RESOURCE LIST

Jonathan Lurie G. Alan Tarr Gerald I). Nash Depa tment of History Department of Political Science Department of History Rutgers University Rutgers University University of New Mexico Conklin 302 Camden 08102 Albuquerque 87112 Newark 07102 (constitutional law: state courts, federalism( :history of public ad m ,trat um (American legal history) Michael Olsen Maxine N. Lurie New Mexico Department of I i.story Department of Special Coilections and Archives Nathan I). Sumner. Executive Director NMIIU Rutgers University New Mexico Humanities Council Las Vegas (New Jersey and the Constitution 209 Onate Hall Fred Ragsdale Alpheus T. Mason University of New Mexico American Indian Law Princeton University Albuquerque 871:31 Corrales 8 Edgehill Street 505/277.3705 Michael Riccards Princeton 08540 Virginia Hendley. Executive Director Department of History (constitutional law: American political thought, New Mexico Diamond Jubilee and Bicentennial St. John's college Wilson C. McWilliams Commission Santa Fe Department of Political Science :325 Don Gaspar Rutgers University Raymond Showers Santa Fe 8750:3 Attorney New Brunswick (89C3 505/827-3800 Albuquerque (American political thought) Paul Bardacke Michael \\ Roger Micherer Alto' ney General of New Mexico Department of History Princeton Un'versity Santa Fe University of New Mexico PLrinceton 08544 Albuquerque (constitutional history: theory. Constitutional Jeffrey Brown Department of History Convention of 17871 New Mexico State University James Muldoon Las Cruces 88003 )slew York Department of History Jay Kaplan. Execs Ave Director William Dabney Rutgers University New York Council for the Humanities Department of Histor!, Camden 08102 198 Broadway. 10th Floor University of New Mexico (Magna Carta: church: Founding Fathers) New York City 10038 Albuquerque F Murphy 212/233.1131 Chuck Dumars . apartment of Politics Stephen L. Schechter. Executive Director School of Law Princeton University New York State Commission on the Bicentennial of University of Mexico Princeton 08544 the 11.S. Constitution Albuquerque (constitutional interpretation) Cultural Education Center. Room 9030 John Murrill Thomas F'arer Empire State Plaza Department of History School of Law Albany 1223() University of New Mexico Princeton 08544 518/473.6191 Albuquerque (early American history to 1815. settlement Lee A. Albert process: culture, war) Joseph Goldberg School of Law School of Law Jennifer Nedelsky SUNY University of New Mexico Department of Politics 47 O'Brian Albuquerque Princeton University buffalo 04260 Princeton 08544 Emlen Hall 1Supreme Court I (constitutional oru:ins :tad interpretation: private School of Law Gregory Alexander property) University of New Mexico Cornell Law School Albuquerque I3arbarar Oberg Myron Taylor Hall 74 Woodland Road Berta Nernandez Ithaca 14850 Madison 07940 School of Law property I papers of Albert Gallatin i University of New Mexico Frank Annunziata Albuquerque John E. O'Connor Department of History New Jersey Institute of Technoleg3 Starde, Hordes College of Liberal Arts 323 High Street Department of History Rochester Institute of Technology Newark 07102 Santa Fe Rochester 14623 (Founding period. mo...-rn constitutional history) I William Paterson: history in film( Joan M .Jenson Michael P. Riccards Department of History Phyllis Barr 173 Midland Avenue New Mexico St ate Ur- iers0 Parish of Trinity Church Glen Ridge 07028 Las Cruces 8(100:3 74 Trinity Place (history of t he early American presuim y) (domestic sum,eillance. women's rig..ts( New York City 16006 (relationship between church and state 17834800) Joel E. Rogers Ruth Kovnat Department of Political Science Sch e1 of Law Barbara A. Black Rutgers UthversitN Unnersity of New Mexico Salted of Law Newark 07102 Albuquerque (*mu mina University 4:35 \Vest 116th Street John Lawn! Thomas P. Sla ighter New York City :0027 Attorney Department of History (legal history) Rutgers Univintsity Albuquerque Richard L. Blanco New Brunswick 08903 Arthur Martinez Department of History Depart ment of Political Science and History --3dward G. Spot,ilh SUNY Western New Mexico University 37Brookside Avenue Brockport 14420 Silver City Caldwell 07006 (history of medicine) (constitutional law) James Miller Department of History and Government San Juan College Farmington 72 BICENTENNIAL RESCURCE LIST. 71

Patricia C. Bonomi Douglas Greenberg William E. Nelson Department of History Princeton University and American Council of New York University New York University Learned Societies 40 Washington Square South 19 University Place 228 East 45th Street New York City 10012 New York City 10003 New York City 10017 I American constitutional history. 1760-19001 (Founding era) (Constitution and the Revolution, New Jersey and Barbara Oberg Aryeh Botwinisk the Constitution) Baruch College. Box 348-A 568 Grand Street Nathan Hakman 17 Lexington Avenue New Yor' ,ty 10002 Department of Political Science New York City 10010 (constitutional theory: history) SUN i (eighteenth- and nineteenth-century American R'ehard E. Ellis Binghamton 13901 history: Supreme Court: Bill of Rights: papers Department of History iconstitutionallaw of Albert Gallatin) SUNY Louis Henkin Arnold M. Paul Ellicott Comp:, Law School 16 Court Street Buffalo 14261 Columbia'iversity Brooklyn 11241 (Un: ed States history. 1760.1836) 435 West ;ch Street (Supreme Court. civil rights) Nancy S. Erickson New York t,ity 1CO27 John W. Pratt 619 Carroll Street (law: theory; rights: foreign affairs) Department of History Brooklyn 11215 An Hoogenboom SUNY (womer and the Constitution) Department of History Stony Brook 11794-4348 William R. Everdell Brooklyn College (framing the Constitution: political thought of the St. Ann's School Brooklyn 11210 early national period) 129 Pierrepont Street (civil service, interstate commerce) Virginia Pratt Brooklyn 11201 Robert H. Isseks State University of New York at Oswego (history of western constititionalism) Attorney (Warren Court) Werner Feig P.O. Box 2002 Norman Redlich 47 David Avenue Middletown 10940 Dean. School of La v White Plains 10eo5 (Bill of Rightq: establishment clause; Eighth New York University (twentieth-century constitutional law: history) Amendment: due process: privacy) 40 Washington Square South Paul Finkelman Rt art J. Katizorowski New York City 1001Is. Department of History Fordham University (constitutional law; civil liberties) SUNY School of Law Richard J. Regan Binghamton 1390i 140 West 62nd Street Department of Political Science (constitutional law: history) New York City 10023 Fordham University (constitutional history: civil rights( Lawrence Fleischer Bronx 10458 670 10th. Apt. 3C Michael Kammen (constitutional law) Brooklyn 11215 Department of History I)onald M. Roper (nineteenth- and twentieth-centu: y Amencan Cornell University SUNY constitutional law: legal history) Ithaca 14853 New Peitz 12561 (cultural impact of the Constitution ) Morns D. Forkosch 'judicial biography; Supreme Court) 88 Bleecker Street. #4N Stanley N. Katz. President Leonard J. Rosenfeld New York City 10012 American Council of Learned Societies 19 William Street (constitutional law: public law) 228 East 45th Street Mount Vernon 10552 New York City 10017 (constitutional history: Constitutional Convention William Gangi (eighteenth-century legal history: Supreme Court) Department of Political Science of 17871 St. Johns University Craig E. Klafter liernon F. Snow 165 Munro Blvd. P.O. Box 575 Syracuse University Valley Stream 11581 Armonk 10504 Law School (judicial power: criminal justice) 'anti-federalism) (origins of American constitutionalism) Elliott S.M. Gatner Alfred S. Konefsky Philippa Strum Long Island University Law School 124 West 79th Street 81.07 248th Street SUNY New York City 10024 Bellerose 11426 Buffalo 14260 (Supreme Court. civil liberties) (American constitutional his 1776-1835) (expansion of the United States) Jeanne E Thelwell Robert L. Geltzer David M. 1,e vitan NYS Commission of Correction J.C. Penney 250 Scudders Lane 60 South Pearl Street 1633 Broadway Roslyn Harbor 11576 Albany 12207 New York City 10019 (Supreme Court history) (criminal justice, corrections) Frederica S. Goodman Richard I). Lunt Stephen L Wasb, Director Department of History Department of Political Science Office of Special Projects and Protoco: Rochester Institute of Technology State University of New York State of New York Rochester 14623 Albany 12222 4 bt,:nett E.vd. (civil liberties: individual rights) (Supreme Court; relations with Congress and Poughkeepsie 12603 Howard N. Meyer executive: civil liberties and rights) Stephen E. Gottlieb 3735 West End Avenue William Wiecek Albany Law School New York City 10024 College of Law 80 New Scotland Avenue (Fourteenth Amendment) Syracuse University Albany 112.08 Richard B. Morris Syracuse 13210 (creation of the U.S. Constitution: freedom of Butler Library. Box 2 speech and loess) Columbia University New York City 10027 North Carolina Richard S. Grayson Brent Glass. Executive Director Grayson Absoch.ted International. Inc. (confederation and the Constitution) North Ct. aline Humanities Committee 255 Chatterton Parkway 112 Foust Bilaing. L'NCG White Plains 10603 Greensboro a412 (public internw.ional law; political risl 919/a34-5325 73 72 BICENTENNIAL RESOURCE LIST

Gerry Hancock, Director Gordon B. McKinney Carl Walters North Carolina Commission on the Bicentennial of Department of History Department of Religion the U.S. Constitution Western Carolina University St. Andrews Presbyterian College ilk. dan House (Appalachia) (secularism, religion) 532 North Wilmington Street Jahn V. Orth Tinsley E. Yarbrough Raleigh 27604 University of North Carolina Department of Political Scitace 919/733-2050 School of Law East Carolina University Howard A. Barnes Chapel Hill 27514 Greenville 27834 Department of History (Eleventh Amendmt nti (constitutional )awl Winston Salem State University Daniel Pollitt (American intellectual, church, and social history) School of Law s North Dakota Margaret A. Blanchard University of North Carolina Everett Albers, Executive Dirt '.tor University o lorth Carolina Chapel Hill North Dakota Humanities Council School of Journalism (constitutional history) Howell Hall PO. Box 2191 Walter F. Pratt. Jr. Charl Hill 27514 Bismarck 58502 School of Law 701/663-1948 (F Amendment) Duke University Larry Spears, Assistant State Court Administrator Saul Brenner (American legal history) Department of Political Science North Dakota Cons' itution Celebration Jerry Pubantz Commission University of North Ctrolina Department of History Charlotte Supreme Court of North Dakota Salem College (Jewish perspectives on church-state relations) State Capitol Building Winston-Salem 27108 Bismarck 58505 William A. Carroll (Constitution; foreign affairs, 701/224-2689 G..ilford College Fred D. Ragan I arry R. Peterson clreensboro 27440 Department of History (constitutional law) impartment of History East Carolina University North Dakota State University Stephen A. Conrad Greenville 27834 W S. intellectual history; moral development) National Humanities Center (First Amendment; religious clausesi 7 Alexander Drive James F. 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Silverburg University of North Carolina Northwest Ordinance and U.S. Constitution Department of Political Science Charlotte 28223 Bicentennial Commission Catawba College (urban history) 1985 Velma Avenue (constitutional law) Columbus 43211 J. Edwin Hendricks Maurice D. Simon 614/466.15(x) Department of History Department of Political Science Wake Forest University John Alexander East Carolina University (colonial history) Department of History I cross-cultural perspectives; church-state University of Concmnati Don Higginbotham relations) (constitutional history) Department of History Frank R. Strong University of North Carolina Roberta Alexander 211 Markham Drive Chapel Hill Department of History Chapel 1111127514 (origins of religious freedom in America) University of Dayton (constitutional history Dayton 45469 Abraham Holtzman John G. 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Reconstruction' Salem College William Bottorff XIftnael Lienesch (Moravians. public dissent) Department of Political Science Department of English 368 Hamilton Hall 070A Grant Wacker University of Toledo University of North Carolina Department of Religious Studies (Thomas Jefferson ) Chapel Hill 27514 University of North Carolina Ronald Carstens (constitutional history: theory; AntiFederalists) Chapel Hill Department of Political Science (American religious history) Alice E. Mathews Ohio Dominica! College Department of History (political philosophy: Constitution) Western Carolina University (women in colonial America) 74 RESOURCE L 1 ST 7:3

John L Cary G. Richard Ke n Department of History Department of History al Oklahoma Cleveland State University Findlay College Anita May. Executive Director (constitutional history) (social and intellectual history( Oklahoma Foundation for the Ilumanities Harry M. Clor Richard Knopf Executive Terrace Building Department of Political Science Department of History Suite 500 Kenyon College Kent State University 280'g Ixpi essvty Gambier 43022 'constitutional history) Oklahoma Cit: .112 405/840.1721 (constitutional law; Founding) David E. Kyvig L. Patton Davis Department of Histo Dr Richard Was Department of Political Science University of Akron. Constitution 200 Co-Chairman University of Cincinnati Akron 44325 Political Science Department (constitutional history) (twentieth- century constitutional amendments: Oklahoma University Michael Davis prohibition) 455 West Lindsay Street Norman 73019 Marshall College of Law Gary Kornbluth 405/325-5910 Cleveland State University Department of History Cleveland 44115 Oberlin College Dr Joseph Blackman (comparative constitutional law) (colonial history) Constitution 200 Co-Chairman Michael Distelhorst Arthur R. Landever Tulsa Junior College 909 Sot. th Boston Capital University Colelge of Law Tulsa 74?19 School of Law Cleveland State University 918/587 6561 665 South High Street Cleveland 44115 Columbus 43215 (Dill of Rights: history, Supreme Court) Brad Agnew (due process; privacy; individual rights1 Wiliam McClelland Department of History Leroy Eid Department of Religion Northeastern State Univers.ty Department of History Muskingum College Mike] A ry University of Dayton (social. intellectual and religious history ) Northwestern Oklahoma State University (colonial history) Stephen M. Millatt W. David Baird Nancy S. Erickson Battelle Memorial institute Department of History College of Law 05 King Avenue Oklahoma state University Ohio State University Columbus 43201 Ron 13eesor (constitutional law; legal history. sexism. racism) (executive powers. war powers. foreign relations) Department of Political Science David F Torte Earl F. Murphy Southeastern Oklahoma State University College of Law College of Law Box 4037 Cleveland State University Ohio State University Durant 74701 Cleveland 44115 1659 North High Street Ralph Blodgett (Jefferson's thodg President: foreign iiffairs; Columbus 43210 Department of History John 'Marshall) (history) Cameron University Roger A. Fortin ames H. O'Donnell Ed wa-d B. Brooks Department of History Department of History Department of lovemment & Politics Xavier University Marietta College East Central U uversity (colonial history) Marietta 45750 Ada 74820 (colonial period: native American history Paul Goist Kenny Brown Case Western Reserve University G. Michael Pratt Department of History 'American studies) Department of History Panhandle State University Michael Grossberg Heidelberg College (early national history: military histor Thomas Buckley Department of History Department of History Case Western Reserve University Ronald E. Se_tvoy University of Tulsa Cleveland 44106 Department of History Russel' Bulute (law: social policy: family law) Bowling Green State University Department of History Bowling Green 43403 Robert Hartje University of Oklahoma Department of History Iconstitotional law: economic dev elopmenti Wittenberg University Phillip Shriver Cecil Chesser Western Oklahoma State College (social history: cultural history) Department of History Robert S. Hill Miami Univc.sity Norman Crockett Department of Political Science (call)/ national history, Northwest Ordinance( Department of History Marietta College Dwight Smith University of Oklahoma Marietta 45750 Department of History Peter Denman (theory of the Constitution; Northwest Ordinance Miami University Department of History of 1787) Howard Tolley, Jr. Oklahoma City University W. Sherman Jackson Department of Political Srpince Eldon Eisenack Department of History University of Cincinnati Department of Political Science Miami University Cincinnati 45221 0375 University of Tulsa (constitutional history) (civil rights and liberties; separation of pnviers: Tulsa 74104 Ronald Kahn federalism) (colonial constitutions; religion and constitutional ideas) Department of Government Daniel C. rurack Oberlin College Capital University Law School Ken Ellinger Oberlin 44074 665 South High Street Deptmtmi nt of Government & Politics (Supreme Coto: constitutional law) Columbt.s 43215 East Cent' il University Lawrence Kaplan (human rights: international law) Ada 74820 Department of History Carl Uhbelohde James Farth ng Kent State University Department of History Department of llistory (early national period: diplomacy) Case Wester n Reserve University Oklahoma Hai tilt University Cleveland 441(36 (revolutionary period: constitutional history) 74 B !CENTENNIAL RESOURCE LIST

Mel Fiegel John J. Ulrich James M O'Fallon Department of History Department of Government & Politics School of Law Southwestern Oklahoma State University East Central University University of Oregon James Fowler Ada 74820 Eugene 97403 Department of History Paul WeLo (constitutional law I Seminole Junior College Department of History Lisa J. Ponds, Danny Goble Bacone College University of Oregon Department of History Richard Wells 1481 Lincoln Street Eugene 97401 'Rasa Junior College Department of Poht Science (women reformers. constitutional lam 1 Bert Hanson University of Oklahoma Department of Political Science Norman 73019 Carolina P. Stoel Oklahoma State University (constitutional law, personal rights( Department of History Portland State University James Henderson Michael A. Wolf Oklahoma City University Portland 97207 Depar vent of History (English constitutional history . legal history and Oklahoma State University Scnool of Law 2501 North Blackwalder influence! Ed Lawry Oklahoma City 73106 Department of Philosoophy Iconstitcional history. law) Oklahoma State University r Pennsylvania David Levi Craig Eisendrath. Executive Director Department of Philosop' y Oregon Pennsylvania Humanities Council Oklahoma State L nivel My Richard Lewis. Executive Director 401 North Broad Street. =818 Oregon Committee for the Humanities Philadelphia 19108 Neil Luebke 215/925.1005 Department of Philosophy 418 S.W. Washington. =410 Oklahoma State University Portland 97204 Mitch Akers. Staff Director 503/241-0543 Commonwealth Commission on the Bicentennial of Donald J. Maletz the U.S. Constitution Department of Political Science The Honorable Charles Crookham. Chairman Governor's Commission on the Bicentennial of the c/o Pennsy1..ania Department of Education University of Oklahoma 333 Market Street Norman 73019 U.S. Constitution Multnomah County Court House Har-isburg 17126-0333 (American politics; Founding period 717/787-7133 1021 SW 4th Avenue. Room 206 David Miller Portland 97204 Thomas J. Baldino Department of Social Sciences 503/248-3198 Department of Political Science Cameron University Juniata College Claudia Burton Rex Morrell Willamette University Paul Bender Department of History College )( 1.3W School of Law Murray State College U.S. Constitution: civil liberties. state Um% ersity of Pennsylvania Joseph Murphy constitut,:nsi 3400 Chestnut Street Philadelphia 19104 Department of History Richard L.K. Collins St. Gregory's College Willamette University iconstoutional law: individual rig'ntsi Lloyd Musselman College of Law Philip J. Briggs Department of History (constitutional lam: indi . idual rights, noted jurists. Department of Political Science Oklahoma City University history! East Stroudsburg University Frank Myers James L. Huffman Thomas C. Brogan Department of Political Science Lewis and Clark Lam School Department of Political Science Cameron University 10015 SW Terwilliger Blvd. Albright College Marian 1'. Opala l'ortland 97219 John M. Coleman SchI of Law (constitutional history: federalism: separation of 94 Pennsylvania Avenue ilmversity of Oklahoma and Supreme Court of pow. -s; Fourteenth Amendment Easton 180.'2 Oklahoma David A. Johnson (Supreme Court of Pennsy le amai Room 202. State Capitol Department of History Francis N. Dam son Oklahoma City 73105 Poland State University Department of History (English origins of the Constitution. history. Bill of Portland 97207 Penn State University Fayette Rights, (federalism: constitutional history of the West James B. Donnelly. Paul A. Rabe St( phen Kanter Department of llistory. Department of History Lewis and Clark Law School Washington- .Jeff. rson College University of Tulsa (constitutional lzw: criminal lam : Bill of Hmhts. William M. Dom ner 600 South College Avenue death penalty! Department of Political Science Tulsa 74101 James R. 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Fitzpatrick East Central University Department of History Portland ;tate University Department of Political Selene: Ma 74820 Ursmus College Portland 97207 Philip Supina 'Constitution. legal hist.,ry. civil liberties. slavery) Michael A. Foley Department of Political Science Department of Philosophy Cameron University r6 Marywood College BICENTENNIAL, RESOURCE 1,IS l' 75

Joh.) H. Gauger William B. Moore Ngo Dinh Tit Department of Social Science 128 South Franklin Street APPS Lehigh County Community College P.0 Box 58A Clarion University Ernest Giglio Cochranton 16314 John J Turner Department of Political Science church-state relations. Supreme Court Justice Department of lhstory Lycoming College Henry i,aldwini West Chester Unit ersity Academic Center Building Kent F. Moors Gilbert Ware Williamsport 17701 Department of Political Science Department of History (civil rights and liberties) Duquesne Unit e. say Drexel Uwe ersity Jolyon P. Girard Joseph R. Moriee George 1) Wolf Department of History Department of History Cabrini College Department of American Studies and History Duquesne Unie ersity Penn State University-Capitol Campus George L. Haskins Pittsburgh 15282 I, Donald Zucker School of Law (constitutional history Department of Political Science University of Pennsylvania Jeffrey B. Morris Ursinus College 3400 Chestnut Street Department of Pi htical Science Philadelphia 19104 University of Pe insy le ama (Sum eme Court, 1800s1 Philadelphia Y, Puerto Rico Mahlon H. Hellerich Supreme Court: civil Itherti American Arturo M. Carrion. Executive Director constitutional history Box 1548 Fundacion Puertorriquena de his Humanidades Allentown 18105 Even lore Apartado Postal S4307 (First Amendment) Department of History San Juan de Puerto Rico 00994 Eugene Hickok. Jr. St. Vincent College 80P/ 721.21)87 Department of Political Science Joseph I'. O'Grady Carnet) L. Navas. Executive Director Dickinson College Department of History Commonwealth of Puerto Rico Commission on the Carlisle 17013 La Salle College Bicentennial of the U S. Constitution (constitutional thought: natioaal institutions and Howard A. Mime Call Box 22-A. Hato Rey Station policy) )apartment of History Hato Rey, Puerto Rico 00919 Ellis Katz Temple '1mversity 809/763-7319 Center for the Study of Federalism Emmett E. Panzella A ntonio J Gonzalez Temple University Department of Social Sciences Attorney. Economist Philadelphia 19122 Point Park College University of Puerto Rico (federalism) Robert P. Rhodes David lieldfeld James A. Kehl Department of Political Science Attorney Department of History. Edinboro University Law School University of Pittsburgh ersity of Puerto Rico William H. Roberts. Attorney Melvin A. Kulbicki Blank. Rome. Comisky 8.. McCauley Juan M. Garcia Passalacqua Department of Political Science 1200 Four Penn Center Plaza Attorney. Journalist York College of Pennsylvania Philadelphia 1910:( 2399 The San Juan St ar Robert W. Langran (First Amendment, commercial speech. equal Marcos Ramirez Department of Political Science protection: trial by Jury Attorney Villanova University Michael G. Roskin Hato Rey Villanova 19085 Department of Political Science (constitutional history; law) Lycoming College Rhode Island Francis G. Lee William F. Schulz, Jr. Thomas Roberts. Executive liirector Department of Politics School of Law St. Joseph's University Rhode Island Committ( e for the Humanities Unit ersity of Pittsburgh 463 Broadway Philadelphia 19131 Pittsburgh 15240 Providence 02P99 (constitutional interpretation. religious 11)- rty (criminal law; administrative late ) 1011273-2250 John M. Lindsey Frank Seim artz Patrick T. Conley. Chair School of Law Department of Political Science Temple University abode island Bicentennial Foundation Beaver College 189 \Vickenden Street 1719 North Broad Street Glenside 19038 Providence 02903 Philadelphia 19122 equal protect urn: poet ers of I he president p0j 861 5656 or 272 1776 (history: legal history) Nicholas Sellers HsienTung Liu Stephen B. Wood Box 111 Department of Political Science Department of Social Sciences Radnor 11H)87 mversity of Rhode island Point Park College (colonial development of American legal Kingston 02881 Michael Margolis institutions) (political theory: Founding period, civil liberties) Department of Political Science Stet en C. See er University of Pittsburgh Department of Social Sciences W. Wesley N1cDonald Lehigh County Community College South Carolina Leland Cox. Executive Director Department of Political Science Eugene Slack! Elizabethtown College South Carolina Committee for the Humanitiec Department of Ihstore P.O. Pox (',925 Randall M. Miller Penn State Universal. Allentot, Columbia 29260 Department of History I). Grier Stephenson 803/738 1850 St. Joseph's University Department of Government Tray Stephenson. Execu' ,( Director Philadelphia 19131 Franklin and Marshall College (Mack and ethnic historyi U S. Constitution Ilicen t 'al Commission of David V. Stivison, At tome% South Carolina 870 North 30th Street c,0 Department of Archives R History Philadelphia 19130 I' O. Box 11669. Capitol Station I.Magna Carla: English Columbia 29111-1669 80:l/734 8391 77 76 B 1 CENTENNIAL RESOURCE LIST

Randall M. Chastain Jonathan K. Vanl'atten David W Brady School of Law School of Law Department of Political Science University of South Carolina University of South Carolina Rice University Columbia 29208 Vermillion 57069 Houston 77004 (constitutional law) (Constitutional Convention of 1787. Declaration of (twentieth- century polities Samuel M. Hines. Jr. independence) Lino Graglia Vice President School of law Departmental Affairs Tennessee University of Texas College of Charleston Austin 78705 lobert Cheatham. Executive Director Charleston 29424 Icor stitutional law) Tennessee Humanities Council Herbert A. Johnson P.O. Box 24767 Dwight F. Henderson Department of History Nashville 37202 College of Social/Behavioral Sciences USCColumbia 615/320-7001 UT/San Antonio 78285 (Marshall Court) (federal criminal law. 1787-1820: fede: ii courts) Mary Sewell. Staff Director John W. Johnson U S. Constitution Bicentennial Commission of Judge John L.N. Hughes Departrrit of History Tennessee U.S. District Court Clemson University c/o 'Tennessee State Museum 515 Rusk Avenue. Room 11122 Clemson 29631 James K. Polk State Office Building Houston 77002 (American legal and cc lstitutzonal history 505 Deaderick Street (constitutional law; history I Vukan Kuic Nashville 37219 Charlotte Hyams GINT/USC 613/741-0825 College of Law Columbia 29208 James F. BlumsteM youth Texas (Constitution: democratic theory I Vanderbilt Law School 5915 A rncliffe William Lasser Nashville 37240 Houston 77088 Department of Political Science 'commerce clause; state and local taxa. ion. (nineteenth-century crnstitutional history; civil Clemson University federalism; civil rights) rights: legal history. American Indians) Clemson 29631 Paul K. Conkin Harold M. Hym-n (constitutional development; Supreme Court) Department of History Departmc of History John A. 3,1atzko Vanderbilt University Rice University Bob Jones University 1003 Tyn Blvd. Houston 77251.1892 (U.S. constitutional history: legal history) Box 34561 Nashville 37220 Greeavilk 14 (political and economic theory: American political Aubrey Johnson (legal hist°, hurch-state relations' thought) Director for Intergovernmental Relations Craig H. Metz Michael M. Gunter P.O. Box 13561 Office of Congressman Floyd Spence Department of Political Science Austin 78711 1916 Assembly Street Tennessee Tech University John Kinca'rl Columbia 29201 Cookeville 38501 Department of Political Science (constitutional law: framers) (United. Nations; International politics. American North Texas State University politics) David M kd-Hansen. Director Denton 76203-5338 South Carolina Historical Society Milton M. Klein (federalism; political thoughts 100 Meeting Street 1)epartment of History Dale T. Knobel Charleston 29401 University of Tennessee Department of History Knoxville 37916 George C. Rogers. Jr. Texas A & M University (American legal history: American Pevolution ) Department of History College Station 77843 University of South Carolina J. Harvey Lomax (immigration: naturalization: ethnic and race Columbia 2920S Department of Folitical Science relations; civil rights( (Continental Congress: framers of the Memphis State University Robert S. Muse! Constitution) (political phi'asophy: constitutional lav,,1 South Texas College of Law John R. Wunder James E. Mock 1303 San Jacinto Street Department of History Department of Political Science Houston 77002 Clemson University Austin Peay State University Supreme Court. judicial biography; civil rights Clemson 29634 Clarksville 37044 and liberties: jurisprudence) (constitutional h; y; social history' :public administration: minority politics I Jam, .K. Martin Department of History South Dakota Texas University of Houston James Vening' Executive Director Houston 77004 John Whalen. Executive Director Texas Committee for the Humanities (seventeenth- and eighteenth-century 'ustory1 South Dakota Committee on the Humanities 1601 Nueces . -iseph W. McKnight Box 7050. Univel sity Station School of Law Brookings 57007 Austin 78701 512/47:3-8585 Southern Methodist University 605/688-6113 Dallas 75275 David Martin. Ex -calve Director Gayle A% ant :Constitution; Tex constitution South Dakota Centennial Commission Department of Political Science Bay!ar University Diana Parkin-Speer State Library Iepartment o' English 800 Governor's Drive Waco 76703 (constitutional law. Bill of Rights) SWTSU :erre 57501 San Marcos 78666 605/773-3131 Elizabeth 13a-y (English rc ots of the American Constitution Peter Schotten Leander ISI) 1.3. Box 218 David M. 'iabban Augustana Collee School of saw 817 South enlo Leander 78641 (constitutional history) University of Texas Sioux Falls 57102 727 East 26th Street Steven R. Boy (constitutional law: civil liberties: political thought Austin 7870.- Division of Behavioral; Cultural Sciences of the Founding era) (Firs, Amendarn -I: academic freedom) UT/San Antonio 78285 (Anti-Federalists: state politics) 78 BICENTENNIAL RESOURCE LISTc 77

Lionel M. Schooler Wayne McCormick Mark A Stoler 2200 West Loop South, Suite 225 College cf Law Department of History Houston 77027 University of Utah University of Vermont (freedom of religion, speech -tnd press, federal (constitutional law. federal cutts, national Burlington 05405 judicial power) resources) (U.S. diplomatic and military history) Glen E. Thurow Michael Nicholls Eric Zencev Department of Political Science Department of History Goddard College University of Dallas Utah State University Plainfield 05667 Irving 75062 I tarly American history, civil liberties, Bill of I history of science, international relations) (Constitution; presidency, judicial review) Rights; colonial background) Mark Walker Walter F. Pratt Virginia Attorney J. Reuben Clark College of Law Robert Vaughan, Executive Director P.O. Drawer 1977 Brigham Young University El Paso 79950 Provo 84602 Virginia Foundation for the Humanities University of Virginia (Constitution; system in schools) (American legal history, constitutional history 1939 Ivy Road Thomas G. West Neil L. York Charlottesville 22903 Department of Politics Department of History 804/924-3296 University of Dallas Brigham Young University Timothy O'Rourke, Executive Director Irving 75061 (colonial history; formation of government: causes (political thought of the Founding period) of the Revolution) Virginia Commission on the Biceatennial of the U.S. Constitution Institute of Government Utah Vermont 207 Minor Hall Delmont Oswald, Executive Director Victor Swenson, Executive Director University of Virginia Utah Endowment for the Humanities Vermont Council on the Humanities Charlottesville 22903 Ten West Broadway P.0 Box 58 804/924-3396 Broadway Building. Suite 900 Hyde Park 05655 W.W. 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Dry Department of Religion 310 Park Building Department of Political Science SweA Briar College Salt Lake City 84102 Middlebury College (church history; churcl -state relations; religious (First Am end---.c..t: freedom of religion) Middlebury 05753 pluralism: First Amendment) (Anti-Federalists: Congress; political theory : Cole Durham Roger J. Bourdon Founding rriod I J. Reuben Clark College of law Department of History Brigham Young University Kenneth M. Holland Mary Washington College (constitutional law: church-state relations) Department of Political Science (constitutional history) University of Vermont Edwin B. Firmage James H. Braden Burlington 05405 College of law Division of Social Sciences (affirmative action; executive power in foreign University of Utah Northern Virginia Community College affairs) (constitutional law; comparative constitutional 3001 North Beauregard Street law) Norbert A. 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First Amendment; (world history; Asian history) federalism Morris L. Simon James Ceaser H. Carleton Marlow Department of Politica! Science University of Vermont Department of Government Department of Hist Jry University of Virginit (presidency: federalist era:The Federalist: Brigham Young University Charlottesville 22901 drafting of thst Constitution 1 Provo 84602 (Founding; political parties: separation of powers) (social and intellectual history: constitutional history) 79 78 BICENTENNI AL RESOURCE LIST

David F. ador, Jr. Charles A. Kennedy Wilfred J Ritz School o' -,aw Department of Religion School of Law Ge- -.Jason University Virginia Polytechnic Institute Washington and Lee University Hot rings 24445 (religious liberty) Lexington 24450 ( Constitutional Convention of 1787. development Alfred R. Light (origins of American law i eporting, early courts) to 180,1 Ilunton Williams Robert G. Rogers Richard C. Cortner P.0 Box 1535 Department of Religion Prospect House, Apt. 567 Richmond 23212 Hampden-Sydney College 1200 North Nash Street (federalism. separation of power~) (religious belief and constitutional rights, church- Arlington 22209 Da% id Little state relations) (constitutional law: civil liberties) Department of Religious Studies Robert Rutland Robert P. Davidow University of Virginia University of Virginia School of Law Alf J. Nlapp, Jr. leighteenthcentury American history; James George Mason University Old Dominion University Madison) 3401 North Fairfax Drive (Founding Fathers, framing of the Constitution) Taylor Sanders Arlington 2220 Department of History (First Amendment; criminal procedure) David E. Marion Department of Polital Science Washington and Lee Um versify Raymond C Dingledine Hampden-Sydney College (eighteenth-century British history; Sir Isaac Department of History P.O. Box 94 Newton and the Constitution) James Madison University Hampden-lydney 23943 George Shackelford (Virginia and the Constitution) Iconstitut final law: regulations, the bureaucratic Department of History Douglas W. Foard state) Virginia Polytechnic Institute Department of Istory Ramsey Martin the age of Washington and Jefferson: Virginia Ferrum College Department of Philosophy history) Ferrum 24088 Washington and Lee University Garrett W. Sheldon (modern European intellectual history) David N. 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Caryl Zenker. I'rogram Coordinator Richard A. Brisbm. Jr. Patrick Carey Constitution Committee Department of Political Science Department of Theology Washington Centennial Commission West Virginia University Marquette University II I West 21st Avenue, KL-12 Morgantown 26506 Milwaukee 5323:3 Olympia 98504 (constitutional histor!, ; development. Supreme (Constitution: religion, First Amendment) 206/586.0373 Court. nineteenth century politics) Charles L. Cohen Arthur Bestor Eugene Harper Department of History Department of History Department of History :1211 Humanities Blvd University of Washington University of Charleston University of Wisconsin Seattle 98195 2300 MacCorkle Avenue Madison 53706 (Constitution; foreign affairs: intent of the framers) Charleston 25304 (political theory) Frank Conklin Evelyn Harris Margo A. Conk School of Law Department of Political Science Department of History Gonzaga School University of Charleston University of Wisconsin (constitutional history; Supreme Court; Congress: 2300 MacCorkle Avenue Milwaukee 53201 President; courts) Charleston 25304 constitutionality of the census) Margaret E. Fisher Kenneth C. Martis John A. Conley University of Puget Sound Department of Geology R Geography Criminal Justice Faculty School of law West Virginia University University of Wisconsin Dan F. Henderson Morgantown 26506 Milwaukee 5:3201 School of Law (congressional representation) (criminal justice) University of Washington Thomas Shevory Beverly 3 Cook Seattle 98105 Department of Political Science Department of Political Science (judicial review; impact of the U.S. Constitution on Marsha!' ''nwersity Umversit; of Wisconsin Japan and other countries) Huntington 21:701 Milwaukee 5:3201 Richard R. 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Constitution Bicentennial Commission of West La Crosse 54601 Department of Political Science Virginia Supreme Court: privacy) University of Wiconsin Department d Culture and IlistorN Janet K. Boles Madison 53701; The Cultural Center Department of Political Science constitutional law; judicial polnicsi Capitol Complex Marquette University Martin Gruberg Charleston 25305 Milwaukee 5323:3 Department of Bltic:1i Science 304/348.0220 (women and the Constitution) University of Wisconsin !Gerald Beller Oshkosh 54901 Department of Political Science 'Supreme Court: rights of the disadvantaged; civil West Virginia State University Si libertiesi Institute 25112 80 BICENTENNIAL RESOURCE LIST

Hendrik Hartog Anita!, Morse V. Alan Wh:te School of Law School of Law U WC-Manitowoc County University of Wisconsin University of Wisconsin 705 Viebahn Street Madison 53706 Madison 53705 Manitowoc 54220 (constitutionalism and group identity, black (immigration; labor, documentation) Angela H. Zophy history) John A. Neuenschwander Departinent of History Esther Heffernan Department of History University of Wisconsin-Parkside Edgewood College Carthage College P.O. Box 2000 05a Woodrow Street Kenosha 53141 Kenosha 53111 Madison 53. 11 (history of privacy issues) (women's rights movement; nineteenth- and (criminal justice) Thomas Oates twentieth century history) Herbert Hill Campus Dean Department of AfroAmerican Studies Department of Communication Arts Wyoming Industrial Relations Research Institute UWC-Richland. Highway 14 Dennis Frobish. Executive Director University of Wisconsin Richland Center 5358. Wyoming Council for the Humanities Madison 53706 (First Amendment; _ontemporary media) Box 3972, University Station (Consrtution; race: civil rights) James W. Oberly Laramie 82(r/1-3972 Carol L. Holt Department of History 307/766.6496 Department of Political Science University of Wisconsin Becky W. Evans, Executive Director University of Wisconsin-Parkside Eau Claire 54701 Wyoming Commission on the Bicentennial of the Kenosha 53141 (Second Amendment; history) U.S. Constitution (Tenth Amendment) Gaspare J. Salauino HerscLin- Building Kenneth Hoover Department of History 1st Floor, East Wing Department of Political Science University of Wisconsin 122 West 25th University of WisconsinParkside Madison 53706 Cheyenne 82002 Kenosha 53141 (ratification of the Constitution) 307/777-5856 (federalism; the Reagan administration) Greta Salem Allan E. Schenker Carol E. Jenson Department of Social Science Department of Political Science Department of History Alverio College University of Wyoming University of Wisconsin 3401 south 39th Street Laramie 82071 La Crosse 54601 Milwaukee 53215 (U.S. government, public administrati.in; (constitutional history; First Amendment; (Constitutional Convention of 1787) Founding period) twentieth-century history) Kim Shankman John P. Kaminski Department of Politics & Government Foreign Center for the Study of the American ConstitutionRipon College George 0. Sayles Ripon 54971 University of Wisconsin Warren Hill (privacy issues, judicial review) 455 North Park Street Crowborough Madison 53706 Mary Ann Y. Smith Sussex, England (drafting and ratification of the Constitutiod) School of Journalism (common law of medlei al England: medieval Peter J. Kellogg University of Wisconsin parliament: Ireland) Department of Humanistic Studies and History Madison 5370t, Esmond Wright University of Wisconsin (communications law; history; early press) Institute of U.S. Studies Green Bay 54301 Clarence A. Stern University of London (In of n'ghts) P.O. Box 2294 31 Tavistock Square John F. Kozlowicz Oshkosh 54903 London WCIH 9E2 England Department of Political Science (constitutional history) Carl G Ericson University of Wisconsin C.N. Stockton Department of History Whitewater 53190 Department of Philosophy & History University of New Brunswick (Supreme Court decisions) University of Wisconsin P.O. Box 4400 Stanley I. Kutler River Falls 54022 Fred:Actoix. New Brunswick Department of History (constitutional philosophy) Canada E3B 5A3 University of Wisconsin Athan Theoharis (English legi.1 and constitutional history I Madison 53706 Department of History (American legal and constitutional history) Marquette University Stuart G. Lang Milwaukee 53233 St. Norbert College (First Amendment, federal surveillance) De Pere 54115 William J. Urbrock (Wisconsin constitution) Associate Dean of Humanities Richard Leffler Department of Religious Studies Department of History University of Wisconsin University of Wisconsin Oshkosh 54901 Madison 53706 (Thomas Jefferson. religious liberty: First (Constitution; ratification debate( Amendment) Lawrence D. Longley John Wabaunsee Department of Government Western Wisconsin Legal Services Lawrence University P O. Box 2617 Box 599 La Crosse 54602 Appleton 54912 ( native Americans) (Constitutional Convention of 1787: Congress) Christopher Wolfe Ruth McGaffey Department of Political Science Department of Communication Marquette University University of Wisconsin Milwaukee 53233 Milwaukee 53201 (constitutional law; the Founding) (First Amendment: interpretations) 82