Wolves in sheeps' clothing: Creationist manipulation of Kansas science standards

So the question that animates this paper is this: what happens when a state's education policy seeks to make popular social and religious values a central part of its education standards in direct confrontation with the Establishment Clause of the First Amendment of the U.S. Constitution? I will try to answer that question in three ways. First, I will examine the tactics used in the manipulation of curricula to reflect social and religious values, with special focus on the Kansas case. Second, I will try to ascertain the determinants of success in these efforts; under what conditions are movements to impose creation science on public school curricula likely to succeed, and when to fail? Third, I will try to place these struggles over educational curricula, and between religion and science, in broader context, focusing on what they tell us about the nature of public policy making in the contemporary United States.

Maine and the Hartford Convention: The Impact of the War of 1812 on the Politics of Maine and Massachusetts

The question of why the New England Federalists failed to force a confrontation with the national government has been a continuing historical controversy. I feel that the vigorous stance of the New England Democratic-Republicans particularly in Maine (then a part of Massachusetts), to radical Federalist schemes acted to restrain their opponents. In the final analysis my argument is that New England could not act without Maine. To paraphrase Federalist George Herbert of Ellsworth, on such a slender thread do the destinies of nations hang.