Reasoning with Democratic Values 2.0, Volume 1: Ethical Issues in American History, 1607-1865

by David E. Harris, Anne-Lise Halvorsen, Paul F. Dain

Overview

The extensively updated and revised edition of Reasoning with Democratic Values 2.0 presents an engaging approach to teaching U.S. history that promotes critical thinking and social responsibility. In Volume 1, students investigate 20 significant historical episodes, arranged chronologically, beginning with the colonial era and ending with Reconstruction. A comprehensive Instructor’s Manual is also available for purchase.

In Volume 1, students can grapple with such ethical dilemmas as:

• Should the Commonwealth of Massachusetts have granted reparation to the enslaved woman, Belinda Royall?
• Should Thomas Jefferson have freed his slaves?
• Should Juan Seguín have fought against the United States in the Mexican–American War?
• Should Robert E. Lee have accepted command of the Union Army?

“A powerful approach to learning history. The lively and exciting true stories provide ample background to engage students in discussions of well-framed questions that are perennial and important.”
—Diana Hess, dean, University of Wisconsin–Madison

“Ethical reasoning is joined with historical reasoning—values with inquiry—in an array of well selected cases. This curriculum belongs in every U.S. history classroom.”
—Walter C. Parker, University of Washington

“Clearly organized and eminently balanced, these volumes will help students become citizens who can converse across their differences.”
—Jonathan Zimmerman, University of Pennsylvania

“These volumes will help build a deeper understanding of significant historical concepts and present wonderful opportunities to engage in critical thinking.”
—Amy Bloom, J.D., social studies education consultant, Oakland Schools

Product Details

ISBN-13:	9780807777077
Publisher:	Teachers College Press
Publication date:	06/22/2018
Sold by:	Barnes & Noble
Format:	eBook
Sales rank:	616,639
File size:	11 MB
Note:	This product may take a few minutes to download.

About the Author

David E. Harris is a retired professor of teacher education at the University of Michigan. Anne-Lise Halvorsen is an associate professor in the Department of Teacher Education at Michigan State University, College of Education. Paul F. Dain is a retired government teacher and social studies department chair at Andover High School in Bloomfield Hills, Michigan.

Table of Contents

Acknowledgments ix

Part I The Colonial Era (1607-1775)

1 Stamp of Approval: Father Junípero Serra and the Spanish Settlement of California 1

2 The Blame and Shame of It: Salem Witch Trials 11

3 Defending the Redcoats: John Adams and the Boston Massacre 22

4 A Luxury We Can't Afford: Thomas Jefferson and Slavery 30

Part II The New Nation (1776-1800)

5 Not One Morsel: The Petition of an Enslaved African Woman 47

6 Washington for the British: Harry Washington and a Question of Loyalty 56

7 The Power of a Fraction: James Wilson and the Three-Fifths Compromise 65

8 A Little Rebellion Now and Then: The Whiskey Rebellion 74

Part III Nation Building (1801-1828)

9 Chilling Effect: The Greenleafs and Freedom of the Press 85

10 Back to Africa: The American Colonization Society and Daniel Coker's Mission to Settle West Africa 96

11 Gerry's Salamander: Governor Elbridge Gerry's 1812 Redistricting of Massachusetts 105

12 A Bowl with One Spoon: Chief Tecumseh and the War of 1812 114

Part IV Manifest Destiny (1829-1849)

13 A Woman's Place Is in the Factory: The Lowell Mill Strikes and Labor Reforms 127

14 The Will of the People: Cherokee Removal 136

15 Foreigner in My Native Land: Juan Seguín and the Texas Revolution 150

16 A Different Drummer: Henry David Thoreau 160

Part V A House Divided (1850-1865)

17 The Bloodhound Law: The Fugitive Slave Law and Northerners' Resistance 173

18 Blow Ye the Trumpet: Antislavery Zealot John Brown 183

19 Tears of Blood: Robert E. Lee and The Civil War 197

20 Rich Man's War, Poor Man's Fight: Andrew Carnegie and The Civil War Draft 212

Permissions 223

About the Authors 225

What People are Saying About This

From the Publisher

"Reasoning with Democratic Values 2.0 is a powerful approach to learning history that is highly engaging for young people. The lively writing of exciting and true stories provides ample background to engage students in discussions of well-framed questions that are perennial and important.”
—Diana Hess, dean, School of Education, University of Wisconsin-Madison

"I cannot imagine a more valuable or timely resource for teachers of U.S. history. Ethical reasoning is joined with historical reasoning—values with inquiry—in an array of well selected cases. This curriculum belongs in every U.S. history classroom."
—Walter C. Parker, professor, College of Education, University of Washington

“How can American citizens learn to converse across their differences? Part of the answer surely lies in history instruction, which can teach us about divisions that have wracked the nation and—most of all—about how we have bridged them. These superb books will help do exactly that. Clearly organized and eminently balanced, these volumes are suffused with the same democratic spirit they aim to promote.”
—Jonathan Zimmerman, professor of history of education, Graduate School of Education, University of Pennsylvania

“These volumes will help build a deeper understanding of significant historical concepts and present wonderful opportunities to engage in critical thinking around complex ethical issues.”
—Amy Bloom, social studies education consultant, Oakland Schools, Oakland County, Michigan

"Reasoning with Democratic Values 2.0 enriches learning in social studies classrooms. The chapters not only provide thorough historical accounts, the narratives enhance teachers' and students' understanding of the complexities of decision-making in an imperfect democracy. These books are a useful resource not only in U.S. history classrooms, but also for government, sociology, ethnic studies, and ethics classes."
—LaGarrett King, assistant professor, College of Education, University of Missouri

"Reasoning with Democratic Values 2.0 serves as an important contribution to help students think—and act—as ethical, prosocial members of a democratic society, which is certainly needed in this age of reactive and polarizing political discourse and action. I'm fully behind educators' efforts to inject discussions about ethical issues in the classroom as a way to help students better understand who and what is affected by their decision-making."
—Paul Barnwell, education consultant and former teacher, Jefferson County, Kentucky Schools

Editorial Reviews

"Reflection upon the sources of our ethical views is imperative in our present moment. At a time marked by polarization and incommensurate moral disagreement, citizens must practice a rather heroic form of civility and sober examination of opposing views. Reasoning with Democratic Values 2.0 provides both the raw material and appropriate structure for students to develop these habits, and it will undoubtedly earn a place in many American history classrooms."

—The Journal of Social Studies Research (for second edition)

"These volumes are engaging, clearly and imaginatively written, and frequently invite sophisticated thinking about difficult ethical issues within U.S. History. Through the well-selected stories, students will indeed recognize that history is replete with ethical issues that intricately intertwine with democratic values. Students will also find a refreshing departure in these books from the staid historical writing that sometimes plagues other history texts. Through well-designed readings and learning activities, these new editions accomplish what the authors’ intended—to promote social responsibility through informed and ethical use of democratic values."

—Theory & Research in Social Education

“Among the best supplementary materials for U.S. history known to this reviewer. The cases are provocative; they stimulate student interest, they promote a depth of historical understanding often absent from history instructional materials, and they promote important student skills. The curriculum is a fine blend of historical content and thoughtful pedagogy, systematically structured to promote social responsibility among students—one of the enduring instructional goals of social studies education.”

—Social Education (for first edition)

From the Publisher