Test test test test test test test captioning performed by vitac in the Current Administration of generals, so we have that was an outstanding briefing and its a way to bring good history to and understanding to people to staffers trying to advise senators or congressmen and congre congresswomen and how to preact to policies and issues with regard to that. Anybody else want to comment . Yes, rob. We dont have anything as formal as what dain does but we have seen and i would echo what he said about i think fundamentally people have an interest in history, how we got to where we are today. If you take the view and its debatable and hard evidence perhaps is difficult to come by, that history is not taught as well as it once was or isnt being taught at all. I hear that from older constituents of the Marshall Foundation, more and more people are tending to look to organizations such as ours because of itsz longevity and association with general marshall as being something as authority. A librarian will get phone calls, i saw x and y and z on the news, did it happen in that fashion . Are they accurate . We seem without a lot of effort moving in this area of being some sort of authority on events for which we hold the papers or which general marshall was involved and how we do that in a more intentional fashion, such as dain thats another one of our challenges. But this certainly seems to be an opportunity for organizations like ours in the public sphere where once perhaps and this sorts tr sounds trite, were thinking somewhat intentionally about how we might do that and build on what weve done in the past. Great. Anyone else on that point . Yeah. I would just say, i guess its more as spirational than a reflection of current activity of our center. It seems to me to go back to this moment, this moment of potential of renewed interest in history, but also this moment of tremendous turmoil and upheaval the world over. One of the things historians can bring to bear on the current conversation is really a textured sense of the threat to democracy and here im really im always reminded of the litmus test proposed by the late, great yale political scientist who proposed i think three criteria of warning for the erosion of democracy putting recourse to violence or endorsement of violence, curtailing the rights of ones political opponents and denying legitimacy of the democratic democratically elected regime. Thats a good place to start and it seems to me both in our own country and the world over, that historians have the potential to make nuanced analogies that can be of importance as warning signs to the potential erosion of democracy really of the world over, from this country to the middle east. That seems to me a function that we together might want to take on i couldnt agree with you more on that and at our museum as we move into this last pavilion, deliberation pavilion which addresses what it means today, what does world war ii mean today, were looking at the last 75 years and major legacies of the war. We feel like we are at that Inflection Point and this pavilion will bring us in the center of perhaps one of the biggest debates in our country and even around the world as nationalists and populist movements are growing up and old alliances are dissolving and the world order that goes back to fdr four freedoms, in the state of the Union Address and january 41, long before pearl harbor, where he established the freedoms that he thought would be the foundation for our warrings and did em bed that in the Atlantic Charter and with the United Nations and nur em berg trials and we gave democracies to the countries we just defeated. That you could document the advance of democracy and freedom with americas leadership over the last 75 years, not always perfectly, but nevertheless, its been the consistent framework. And without necessarily just buying into the full thesis of the good war, we could certainly say that the world ended up better off in 45 as a result of the allied victory than had than would have been if the racist regimes of germany and japan had prevailed. So we have to enter as historians into these larger debates it seems to me and were right at this Inflection Point right now where National History center and everybody at this table has a way to enter into that debate and engage populations, whether through social media or coming to your centers. Yeah, i just wanted to say that, im really actually struck by the sort of complimentary strengths that all of our centers put together and whether its lectures or congressional briefings or white papers or podcasts or blog posts, we dont we dont each have to do everything. Right. You know, so there are ways to Work Together where we could sort of focus on strengths and amplify each others work and so we at the la page center have been we promote stuck from back story and Miller Center and you felt made by history. On the Editorial Board of made by history. We can sort of help each other not only in collaborating on joint programmings which we should but amplifying existing program that were each doing that we sort of honed and refined. We would never invent a congressional Briefing Program but we would love to continue to support what National History center has done because its fantastic. Theres greater opportunity for that, i think. As david pointed unitout, th ability to reach both the National Level and regional and local level, i think all of us who have studied the history the history of the United States or have been had thetsa imposed on us just kidding. Understand the power of organizations that can operate at the National Level but have the freedom and decentralized way to operate at the local and state level. This is just a tiny, tiny piece of the picture setting up here. But you know, i do think we have a tremendous opportunity to be effective in the world if we put our minds to it. Dain . In organizing this panel, i really had two agendas in mind, one was to bring all of us together and communicate with one another about what we are doing and the way in which we sort of intersecretary and can strengthen one anothers operations and i think in that contest, one of the future projects id like to see the National HistoryCenter Launch is perhaps say website that links all of our operations and provides a kind of if not clearing house, a way in which we with effectively understand what everyone is doing and communicate with one another. Theres so much activity going on right now. And the other agenda actually has to do with all of you in the audience, because as david said near the beginning and i thought it was an important and apt point, we need to modify the culture of the academy and the fact youre here, i think reflects the fact that you have an interest in doing this. I think that interest has been reflected in the extraordinary outpouring of activity opeds and interviews and so on by historians in response, for example, to the charlottesville crisis and the Confederate Monument history and aha solicited with its members, solicited contributions they made to this broader conversation and they got hundreds of responses by historians at the local level interviewed by their local newspapers or interviewed by the local television stations or what have you. That too i think speaks to this hunger among historians at this moment, at this Inflection Point. On the value of a Historical Perspective on the kinds of challenges and issues we face today. So thats our other major agenda as i see it in this enterprise. David . I just want to offer up a historical observation if i may, which is part confession, which is that this enhanced sense of the relevance and utility of history that i think our institutions and individual efforts reflect, is directly related to a set of historical circumstances. Yeah. In particular, i mean one can choose many, but the one im thinking of is the economic collapse of 20082009, which fundamentally altered the landscape of the marketplace for historians. And really added a sense of urgency to the demand for relevance in what we do. It also made clear to us those of us who teach both undergraduate and graduate students, that the same opportunities that might have been available to a previous generation were not going to be available to that current generation and that we needed to think of multiple career pathways. And i think the what is good about that moment of crisis is it allowed us to think of new avenues in which we can infuse in which we could infuse historical knowledge and perspective into do mains of life where previously we hadnt thought. So i think that crisis induced a sense of the relevance in history and in a sense liberated us from thinking that the only worth while career outcome was an r1 research university. And so thats how i often think of this moment of relevance as in part induced by this crisis of 20082009. I think thats an excellent segue to one concluding comment i would make and open it up to questions from the audience as well. But im reminded of another Inflection Point in history back in the 16th century and as max faber wrote about the when Martin Luther and the protestant ethic and spirit of capitalism and theres a great line that luther slammed the door of the monastery behind him with an edition of the bible. There were always these inflection moments in history as a broad sweep of the major currents of history. And historians do have that opportunity it seems to me to step into that moment and to find ways to collaborate and to have join forces in a way we can to have a louder voice and reach more people interested in good history and solidly based understandings of how we got to where we are and where we might be going based on the decisions and Public Policies that get articulated. So let me just open up to questions. We still have about 20 or 25 minutes i think. And since for the tv audience, i guess ill have to repeat the questions. I think we can hear your questions from wherever you might have them. And ill try to repeat them so our Television Audience can hear them as well. So do we have some questions . Yes. Thank you. I reiterate or endorse the theme of communication to the importance of communicating sound scholarship. And to some extent you addressed this, would you speak how is the training of historians graduate programs addressing the need for rerete rretore cal verbal liter skills. We have seen presentations by highly credentialed and top scholars that were dizzying and so much lost left on the table and they cant communicate effectively. So let me just rephrase the question quickly, the question for our Television Audience a question of communications and the importance of communications and communicating scholarship and what are we doing in our universities and graduate programs to train young historians in verbal, retore cal skills and media skills to bring their history to broader publics. Im thrilled to say weve already had one successful history communication course taught at the graduate level at the university of massachusetts a. Amherst, was highly successful. And then there are three more history communication courses coming online in 2018 at universities across the country. It came about as a result of two workshops that were held in 2016. An initial workshop held at Umass Amherst had about 30 journalists science communicators coming together to build a curriculum that would model what the science programs have done but apply to history. There was a followup workshop in washington, d. C. In august of 2016 that really put the meat on the bones of that and actually spelled out week by week how the course would unfold and you can find that course at history communication. Com. Our website for the history communication movement. So any and all of you who are in universities and would like to bring that course to your Home University, we would encourage you to visit that website and grab the syllabus and the umass course taught last year and adapt it to your Home University and bringing in scholars and specialists in your area. But we would love to see this grow and continue to expand to other universities across the country and as i mentioned, we also now have history communication fellows at the Lapage Center at villanova. Thats another great avenue for training, giving students on the job experience putting together a podcast, working with you on media, presenting things in five or ten minute chunks. I think the movement is growing, its not there yet, but its starting to perk late. Thats exciting. And i think there are a number of universities around the country that now have a masters degrees in public history for people going into the fields of museums and librariy ries and o Government Agencies and research institutes, cureating and collections and so forth. That would be a welcome addition to many of those Masters Programs in public history. I dont know if university of history of new orleans has a Masters Program tied together with his military program. Other questions or comments about yes. The discussion seems to be directed at the University Level and general public. Im wondering if any of you have schools and secondary schools as well as students. Sometimes thats its almost too late. Hope not. Theres about 3,000 of them out there. Weve got to execute some reforms and they got too much of the population there to leave it all. But there are other things ill comment on what were doing. Do you want to add something there . I would like to say, one of my predecessors at the Marshall Foundation, great to have your question. The Marshall Foundation in the past endeavored to reach out to high schools especially but it can be a challenge. The rigid curriculum demands of High School History teaching mean theres little opportunity certainly in Public Schools, little more latitude in private schools but it can be a enk. Capturing that and wetting that appetite with good scholarship everily on is what is needed but we found it a bit of a challenge. At the la page center, we create online resources and in the midst of our sort of examination of fake news and false information, we actually developed an online resource called six steps to historical literacy and you can find it ton our website and twitter account. Its aimed at High School Students and High School Teachers in fact and its a its a matrix for identifying and distinguishing good history online from bad. Right . Is this article copied from wikipedia . Is this written by a historian . Is this making a historical argument . We created this resource and put it up online and got it into the hands of teachers. I had a meeting with the philadelphia Public Schools and got it in the resource for history teachers across the Philadelphia School system, also got into the hands of some teachers in other places. They love it. They love it. I got an email from a teacher that said they watched history videos on youtube and used that resource we created as a guide to determine whether they could trust the videos or not. So i think the way that we found to make inroads in that is to create easy resources for teachers that they can bring into the classroom. And when i mean easy to to the point it was just made it has to be super easy because they are overloaded and have a ton of things on the plate that are understaffed and under resources, six steps to historical literacy, one page online resource can be printed off and stuck in a folder and used in a classroom. Thats the way we found success. We just discovered inadvertently at back story and Virginia Foundation for humanities which houses backstory. That we have a lot of High School History teachers who are fans and they write into us. We have developed the very kind of lesson plans for some of our shows that jason was talking about, simple, straightforward. They kind of came to us and we said, oh, who knew. These history teachers are listening and they report back. They use we did a show on hamilton. That was our most successful with High School History teachers, High School Students and we actually interviewed some of the students and the High School Teacher that taught this in a high school. We interviewed him on back story and they i know that a lot of High School Teachers use that particular episode. I will say, at least as far as National WorldWar Ii Museum is concerned. Weve done a lot in that area in the past five or six years. We have provoked teachers and students in k12 at the teacher level, we have three or four summer institutes that are nationally competitive, fully subsidized for 30 teachers every year and from the social sciences and history, around the country they come and get an immersive one week program for our european and Normandy Academy done by miller and rich frank, does the pacific academy, pacific war. Those teachers get 30 teachers out o