Speaker 1: Welcome to Stuff You Missed in History Class, a production
Speaker 1: of I Heart Radio. Hello and welcome to the podcast.
Speaker 1: I'm Holly Fry and I'm Tracy B. Wilson. So a
Speaker 1: while back, I got to participate in an online class
Speaker 1: session with the National Constitution Center. Uh, they wanted me
Speaker 1: to talk about White House history after we did our
Speaker 1: two parter. And despite having been really really nervous about
Speaker 1: it because as they were telling me, oh, students from
Speaker 1: all over can be asking questions, I was like, oh,
Speaker 1: but I had an amazing time. And that is all
Speaker 1: because of today's guest, Curry Soutner. The instant I started
Speaker 1: talking with Curry, I wanted to have her on the show.
Speaker 1: Curry is the chief Learning officer at the National Constitution
Speaker 1: Center in Philadelphia, and she's passionate about the fact that
Speaker 1: the Constitution is for everyone. That's obvious when you hear
Speaker 1: her talk about it. So let's jump right into our chat.
Speaker 1: So I am against so incredibly delighted that I have
Speaker 1: Curry Soutner with me here today. So first, since to me,
Speaker 1: you're kind of the face of the National Constitution Center
Speaker 1: because you're the person who I have talked with most.
Speaker 1: There will you just tell us about what the NCC
Speaker 1: is absolutely UM. So, first of all, it's a great
Speaker 1: organization that teaches all about the United States Constitution. UM,
Speaker 1: and I'm really happy to be on talking about it today.
Speaker 1: The National Constitution Center is a museum in Philadelphia that
Speaker 1: has amazing exhibits looking at the Constitution from before the
Speaker 1: Constitution existed and was written in Philadelphia all the way
Speaker 1: through to modern conversations in cases. So the idea behind
Speaker 1: the museum that I love so much is that it's
Speaker 1: all about we the people. So we love to talk
Speaker 1: about the Constitution. We love to talk about like which
Speaker 1: amendment is it? You know, what's the case law around this?
Speaker 1: But what you really wrap around and what that museum
Speaker 1: does so well is talk about all the people in
Speaker 1: every way that ensured that that Constitution isn't just a
Speaker 1: written document, but it's a practical document that works. And
Speaker 1: so that's really what matters, is the story of the
Speaker 1: people when the actions that they took, both good and bad,
Speaker 1: to ensure the Constitution is the document we want it
Speaker 1: to be. So that's my favorite part about the museum,
Speaker 1: and we always think about it as it's the National
Speaker 1: Constitution Center that tells the story of we the people,
Speaker 1: and then how do you fit into that conversation, not
Speaker 1: just by visiting, but by the actions that you do
Speaker 1: with a constitution and in your life. I love that
Speaker 1: so much. My my soapbox topic is always that, like
Speaker 1: we are all part of history being made all the time.
Speaker 1: You don't have to sit in a seat of government
Speaker 1: to be a part of the actions that are creating
Speaker 1: history that will be important, uh years from now. So
Speaker 1: that is so near and dear to my heart. How
Speaker 1: long has the National Constitution sho Center been around? How
Speaker 1: did it start? It's a great question, um, and it's
Speaker 1: a really fascinating story. So you know, Constitution was signed
Speaker 1: in seventeen seven, September seventeen sev seven. That's like our
Speaker 1: big birthday. It's written and signed in Philadelphia. We are
Speaker 1: on the building itself is on the most historic square
Speaker 1: mile in America. But teaching about the Constitution is something
Speaker 1: happens in the building but also online. We're a little
Speaker 1: different than most museums that we have a place, but
Speaker 1: that most people know us from our online educational tools.
Speaker 1: So it started off with this idea that there should
Speaker 1: be a place, and there should be an organization that
Speaker 1: teaches about the Constitution in a nonpartisan way. That first
Speaker 1: idea was actually a hundred years after the Constitution was signed,
Speaker 1: so it was eighteen eighty seven they got the idea.
Speaker 1: There was a group in Congress that said, oh, it's
Speaker 1: a hundred years we should do something. And of course,
Speaker 1: just like all things moving government, another hundred years went by,
Speaker 1: and then there was actually, you know, even more energy.
Speaker 1: So it was nineties seven that Congress got back on it.
Speaker 1: They're like, okay, it's a hundred years later, we really
Speaker 1: got to do it this time. And then it took
Speaker 1: the entire year to get that written as a joint act,
Speaker 1: so it's the um the Constitution Heritage Act. And so
Speaker 1: it was September sixteenth, the day before Constitution Day seven,
Speaker 1: I mean night that Reagan signed it into law. And
Speaker 1: this was a joint partisan effort. And the idea behind
Speaker 1: it was that there would be a place that teaches
Speaker 1: about the United States Constitution, and then it would be
Speaker 1: in Philadelphia, near Independence Hall where it happened, the place
Speaker 1: in the land where it happened. But the mandate was
Speaker 1: to teach all people about the United States Constitution. And
Speaker 1: this is why We're different than most museums that were
Speaker 1: not just a museum that's just one kind of like
Speaker 1: appendage of who we are where this institution that brings
Speaker 1: people together in all different ways online and through our
Speaker 1: writings and through our videos and really engages people in
Speaker 1: the history in the constitutional questions and then in the again,
Speaker 1: how we fit into the puzzle and what are our
Speaker 1: discussions around the constitution because our voice does matter. I
Speaker 1: want to come back and talk about some of your
Speaker 1: programs in a little bit because I think it's been
Speaker 1: really really interesting to see the kinds of things you
Speaker 1: guys have always been doing, but especially during a pandemic,
Speaker 1: you guys have really amped up how you're engaging online.
Speaker 1: But I first want to talk about how you fit
Speaker 1: into the story of the National Constitution Center. So first,
Speaker 1: you are like the education lead there, right, What is
Speaker 1: that job? What does it entail? Because it seems to
Speaker 1: me like you do a lot of stuff. Yeah, it's
Speaker 1: like rule number one in education you must like coffee,
Speaker 1: Like that's rule number one. Like any educator is going
Speaker 1: to have some kind of like you know, educational crunch,
Speaker 1: and I mind is coffee. Um, diet coke has been
Speaker 1: my new COVID crunches as well. Um So some ways
Speaker 1: to get a lot of energy because you're gonna be excited.
Speaker 1: And but to be honest with you, like the content
Speaker 1: makes me super excited, makes me nerd out, and like
Speaker 1: finding the hidden stories that like you get to hear
Speaker 1: about this person that you never heard about before, and
Speaker 1: you know, and they decided to do something to make change.
Speaker 1: Um and sometimes they didn't actually make the change, but
Speaker 1: they fought for it. And so just to listen to
Speaker 1: these stories of people in the past and the courage
Speaker 1: that they had to fight against all the odds to
Speaker 1: know that they were never going to see change in
Speaker 1: their lifetime. But say, we are creating a more perfect union.
Speaker 1: So I'm gonna take my step. And that's my duty
Speaker 1: to this this constitution and this society to make change,
Speaker 1: even if I won't see the outcomes of it. So
Speaker 1: I that's what I get super excited about. It's coffee
Speaker 1: and those stories that jazz me. Um So official, Like
Speaker 1: my fancy pants title, which I love is Chief Learning Officer. Yeah,
Speaker 1: it's it's a great title. I'm pretty sure. The Reagan Institute,
Speaker 1: which is a partner of ours, their head of Education
Speaker 1: I stole it from him. It was a great title, Like,
Speaker 1: I love that, So it's always good to copy good ideas.
Speaker 1: So what I do is I oversee all the education
Speaker 1: we do in the building, online for students, for teachers,
Speaker 1: and for adult learners of all ages, and really just
Speaker 1: try to make sure that what we're doing is engaging
Speaker 1: in the Constitution, teaching the history and the storytelling, and
Speaker 1: making sure people feel like there's no barriers for them
Speaker 1: learning the Constitution. It's not just for the constitutional scholars,
Speaker 1: it's not just for the history nerds, that this is
Speaker 1: something that affects us every day and that it's ours.
Speaker 1: And so how my job, I always think to myself,
Speaker 1: is I'm a door opener, So like, what tools can
Speaker 1: I build to make sure that everybody knows that there's
Speaker 1: a way in for them and that they're gonna love it.
Speaker 1: It's really cool, it's really interesting. It's not always fun.
Speaker 1: Some of these stories are heartbreaking and they literally make
Speaker 1: you cry, but that's what we learned from too. We
Speaker 1: learned and sometimes from the biggest tragedies um and some
Speaker 1: from the most heroic events, and so looking at all
Speaker 1: the in between, and sometimes they're really boring, stuffy parts
Speaker 1: in between there. It's not just high and low as people.
Speaker 1: There's a lot of in between. Um, And it's really
Speaker 1: interesting too. So I get to do that, and I
Speaker 1: get I have an awesome team that is super excited,
Speaker 1: and I work with all of our constitutional scholars who
Speaker 1: are fantastic, and we are really lucky that our scholars
Speaker 1: are constantly saying to our education team, how can I
Speaker 1: make that easier to understand? How can I make that
Speaker 1: better for people to learn from? And that they're constant
Speaker 1: learners too, so they are always asking to be how
Speaker 1: to be better teachers. That's so marvelous and I think
Speaker 1: it shows what I think is interesting is you did
Speaker 1: not initially planned for a career in history or institutional education.
Speaker 1: Will you tell us a little bit about where you
Speaker 1: thought you were going to land and how that trajectory
Speaker 1: shifted to get you where you are now. It's really funny.
Speaker 1: So this is like a great lesson for anybody who
Speaker 1: has a degree and they're like, oh, you know, why
Speaker 1: did I ever waste the money in that degree? Um,
Speaker 1: you never waste money on education. Rule number one. You
Speaker 1: will always use those skills that you have, even if
Speaker 1: it is just a fun party trick. Um it is okay,
Speaker 1: it'll be a use useful skill. So so yeah, I Um,
Speaker 1: I have an undergraded biology with a focus on marine sciences. Um.
Speaker 1: So I really thought, and you can totally tell from
Speaker 1: my personality, that I would have been great at this
Speaker 1: job sarcasm insert here. Um I thought it would be.
Speaker 1: I thought it would be either on a boat or
Speaker 1: in a lab. Um, and very quickly realized I love
Speaker 1: I love everything to do with biology. I absolutely love
Speaker 1: marine biology. And it was actually a little bit more
Speaker 1: of marine physics and marine chemistry that I loved because
Speaker 1: I find it fascinating looking at big systems of water
Speaker 1: and land shifting and and watching how these things interact
Speaker 1: with the environment with a son like all those things.
Speaker 1: And I'm a data dork and like you can hear
Speaker 1: that in the work that I do today that all
Speaker 1: this foundation and like analyzing and looking at numbers and
Speaker 1: data and patterns is what I took away from that
Speaker 1: undergrad degree. But you know, I so I got a
Speaker 1: degree abology, I got a dreee in marine sciences, but
Speaker 1: I wound up working in a lab and wound up
Speaker 1: being the entertainment of the lab. I remember the one
Speaker 1: day I came in and everyone's like, oh, okay, curry
Speaker 1: go and I was like, wait, what do you mean go?
Speaker 1: And they're like teach us about something and I was
Speaker 1: like okay, and I didn't like I didn't. I realized
Speaker 1: like it very quickly, you know, it did not fit
Speaker 1: in and not in like a bad way, but it
Speaker 1: just wasn't like I was very contained, it was very quiet,
Speaker 1: it wasn't very chatty, and it was fascinating, but it
Speaker 1: just wasn't right. So I wound up, you know, peace
Speaker 1: announcing Europe for a couple of years, because that's what
Speaker 1: you do when you're doing I really had a lot
Speaker 1: of you know, great times, a lot of fun worked overseas.
Speaker 1: UM came back and oddly enough, just and if you
Speaker 1: remember this is gonna date me now, I looked up
Speaker 1: the Yellow Pages. Is a ridiculous story. I like feathered
Speaker 1: through the Yellow Pages and put my finger on a
Speaker 1: museum in Philadelphia, UM, and I did a cold call
Speaker 1: of the museum in Philadelphia, and oddly enough, the guy
Speaker 1: who answered the phone on my cold call was the
Speaker 1: head of HR who was going on a trip to
Speaker 1: the location I had just come from. In Europe that
Speaker 1: I had lived for two years. So I told him like, oh,
Speaker 1: you're gonna love this and check out this. Like I
Speaker 1: had traveled all over Europe, so I was like like
Speaker 1: a tour guide. And at the end of the conversation,
Speaker 1: he's like, oh my god, why did you call? And
Speaker 1: it was like an hour and a half in and
Speaker 1: what what I said was, you know, I you know,
Speaker 1: I love your museum. I love going there and I'd
Speaker 1: really like to see what positions you have open. And
Speaker 1: he's like, well, I found one for you. He's like
Speaker 1: it's education. He's like, man, you can talk and you
Speaker 1: can have a great conversation, and you taught me so much.
Speaker 1: And that's how I got my interview in a museum
Speaker 1: education and now the world was open. I was like, wow,
Speaker 1: I do love talking, I do love teaching, I do
Speaker 1: love having conversations with people, and I do love learning.
Speaker 1: So you know, a great educator is a great learner.
Speaker 1: And so that really opened the door to me and
Speaker 1: then I dove deep into education. I got my master's
Speaker 1: in elementary ed. I worked in a Philadelphia school district
Speaker 1: part time. Why I was working full time at the
Speaker 1: museum and the at the same time. In two thousand
Speaker 1: and three, the Constitutions and Are opened And a few
Speaker 1: years after their opening, I was walking through the building
Speaker 1: and I had worked with somebody who had worked there
Speaker 1: before and said, like, this is an amazing place, but
Speaker 1: it it it needs human life. Like there's a great
Speaker 1: exhibits and there's great human store ease, but there's not
Speaker 1: people teaching in place. And so that opened up the
Speaker 1: door for an interview for a programs director at the
Speaker 1: Constitution Center. I got in the door and just started
Speaker 1: looking at like how kids were using the place, using
Speaker 1: the space, and what did they want to learn? So
Speaker 1: dove in deep and fifteen years later at the Constitution Center,
Speaker 1: I got a doctorate in education and creativity and innovation.
Speaker 1: Because we teach in so many different ways. We think teach.
Speaker 1: When you say teaching, you think schools, but there's a
Speaker 1: million ways people are learning, and there's a million ways
Speaker 1: people are teaching, and schools in an unbelievable vital foundation
Speaker 1: for that. But how do we build that and how
Speaker 1: do we learn in all places, in all spaces. So
Speaker 1: I like to think of myself as somebody who experiments
Speaker 1: with non traditional education and dives deep into the topic
Speaker 1: and looks for ways to make the content accessible for everybody.
Speaker 1: And I get lucky enough that I get some of
Speaker 1: the best scholars at my disposal to be like no, no no, no,
Speaker 1: I don't understand that anymore on that, and it can
Speaker 1: be like kind of a bossy teacher, UM. And I
Speaker 1: get to work with them and ask all those questions,
Speaker 1: but also make sure that my job is to make
Speaker 1: sure that the kids get to ask questions, and that
Speaker 1: the adult learners get to ask questions, and that their
Speaker 1: questions are never ones that they feel bad to ask,
Speaker 1: and they get to stop and say, Okay, that's really cool,
Speaker 1: but I don't understand that word you just used, so
Speaker 1: can you help me define it? So I spent the
Speaker 1: last fifteen years diving so deep into the constitution um,
Speaker 1: and then how to teach the constitutions. So I think
Speaker 1: everybody should have a job that they're constantly learning in
Speaker 1: and whatever the it is, if you're learning, you're gonna
Speaker 1: have fun with it. So it's a really kind of
Speaker 1: cool thing. And now, if you ever go on a
Speaker 1: fishing trip with me, I'm really entertaining on a boat.
Speaker 1: That's see as your retirement career. You can go back
Speaker 1: to marine biology and just keep everyone entertained as like
Speaker 1: the boat knowledge disseminator, maybe like a boat tour guide,
Speaker 1: Like I'll be on the boat and be like, Okay,
Speaker 1: as we go out to the fishing grounds, so we
Speaker 1: fish for tuna, let me tell you about that wave
Speaker 1: over there. I would book that tour in a New
Speaker 1: York minute. I think that would be the best way
Speaker 1: to go fishing in the world. This is obviously a
Speaker 1: really strange year. And because you know, we are work
Speaker 1: with a number of different museums or you know, have
Speaker 1: people that we know that work in museums, we've had
Speaker 1: a unique perspective to get some of those stories of
Speaker 1: how museums are handling it and and what they're doing
Speaker 1: to try to cope and still provide kind of the
Speaker 1: functionality and the learning or the access to whatever they
Speaker 1: present for people despite not being able to open their doors.
Speaker 1: How are you guys managing it? You have done, I mean,
Speaker 1: you already had robust online learning, but it seems like
Speaker 1: everything just kind of went to eleven. Uh. You talk
Speaker 1: about just kind of how you guys approached it when
Speaker 1: you realize you needed to shift your your gears a
Speaker 1: little bit. Since you are closed to the public in
Speaker 1: terms of the physical space. Um, and you know what
Speaker 1: you're doing right now, because there's some amazing programs that
Speaker 1: anybody can be part of. And thanks, I appreciate it,
Speaker 1: and so we did. We we very quickly as an organization.
Speaker 1: We started with place and then we very quickly expanded
Speaker 1: to how do we teach this nation? Because it's there's
Speaker 1: national in our title. We need to do our job
Speaker 1: right and make sure it's not just about the place.
Speaker 1: And millions of people like go through our work every month,
Speaker 1: but we're never going to see them in Philadelphia. I mean,
Speaker 1: I'd love to see them all in Philadelphia. This is
Speaker 1: an amazing city, but as in Philadelphia, and I can
Speaker 1: say that. But we started with the Interactive Constitution, and
Speaker 1: that was a piece that had been with the constitutions
Speaker 1: and since before I was there, but six years ago
Speaker 1: we really redefy did and we wanted it to marry
Speaker 1: who we are as an organization. We teach about the Constitution. Center,
Speaker 1: we teach about the Constitution, and when we teach about
Speaker 1: it in a way that brings all perspectives to the table,
Speaker 1: so looking at constitutional questions not political questions. So a
Speaker 1: constitutional question is like what may the government do? What
Speaker 1: powers are in the constitution to allow the government to
Speaker 1: do that? So all these things that you see in
Speaker 1: your life every day typically come out as questions like
Speaker 1: wait a minute, can they do that? That's a great
Speaker 1: constitutional question. That's like awesome one, and I think usually
Speaker 1: how it comes out of my mouth, I don't know
Speaker 1: you can do that, guys, But it's looking at the government.
Speaker 1: Can you know, and public schools search a kid's lacker?
Speaker 1: Can they search your kids backpack? Can people come into
Speaker 1: your home? And why can they come into your home?
Speaker 1: If they can, what are the rules around it? And
Speaker 1: what's the government? And that's saying what the who can
Speaker 1: come into your home? Is looking at the government? So
Speaker 1: can the police come into your home? Things like that,
Speaker 1: can they search your phone? All those questions can and
Speaker 1: the president do that? And executive orders? That's like the
Speaker 1: number one question of the last fifteen years, you know,
Speaker 1: looking at executive orders? Can they do that? Great questions?
Speaker 1: So those are typically constitutional questions. The questions that come
Speaker 1: out of your mouth and say like wait, I think
Speaker 1: we should do this or should we not do this?
Speaker 1: That's typically a policy question or a political question. So
Speaker 1: our job was to start, Let's get your foundation right,
Speaker 1: Let's get your basement solid. We want a strong structure
Speaker 1: under every single American, So start with the Constitution. Let's
Speaker 1: bring all perspectives to the table and share what we
Speaker 1: agree upon. That's the Interactive Constitution, and it's a great resource.
Speaker 1: It's all free, it's online, and it looks at every
Speaker 1: single section of the United States Constitution. And we get
Speaker 1: the top two scholars on that and say, okay, we're
Speaker 1: gonna talk about, say the Fourth Amendment and privacy and
Speaker 1: search and seizure topics like that. We get the top
Speaker 1: two scholars in that area, and the first thing we
Speaker 1: make them do is tell us what they agree upon,
Speaker 1: because we sometimes feel like there's a lot we don't
Speaker 1: agree upon as Americans, and that's not always true. There's
Speaker 1: a lot of common ground. So we asked them to
Speaker 1: write a joint explainer, like a joint essay of where
Speaker 1: they agree on the Constitution and then where they diverge
Speaker 1: as matters of debate. And so we really want people
Speaker 1: to understand that there's a lot around the law that
Speaker 1: we can coalesce around. But then there's also areas that
Speaker 1: haven't been completely filtered through and still debate around and
Speaker 1: that's okay, and we can talk about it. So that's
Speaker 1: whol we redid and really doubled down six years ago
Speaker 1: and then we relaunched it last year. So in the
Speaker 1: last month we are the third most visited website for
Speaker 1: a museum in the United States because of that Interactive Constitution.
Speaker 1: Because people hear things in the news and they go,
Speaker 1: wait a minute, how does that work? Whose job is that?
Speaker 1: Can they do that? When they look at the Interactive
Speaker 1: Constitution and it's the gateway, you know, it's the gateway
Speaker 1: into the Constitution. It helps give them a foundation and
Speaker 1: then that's where I come in and lure them into more.
Speaker 1: You love this so much, now, don't you want to
Speaker 1: join a class on it? So all these programs are
Speaker 1: we're online a few years ago. So like our classes
Speaker 1: that we teach every single week with students in middle school,
Speaker 1: in high school and students lifelong learners of all ages.
Speaker 1: We started a few years ago, so lucky us, we
Speaker 1: were exploring ways to connect classrooms with each others. So
Speaker 1: it's called it's called the Scholar Exchange Program or the
Speaker 1: Exchange Program, And what we wanted to do is We
Speaker 1: wanted to give kids practice talking to each other about
Speaker 1: difficult constitutional questions, because if we worry that our adults
Speaker 1: can't do it, we need to start making sure that
Speaker 1: our kids can do it. And so we started three
Speaker 1: years ago connecting classes to classes, exchange exchange of ideas,
Speaker 1: exchange of constitution, exchange of dialogue. And that's the best
Speaker 1: we can do as an organization and teach the constitution,
Speaker 1: look at the constitutional questions, and then give place in
Speaker 1: space for discussion and dialogue. That's civil. That when COVID hit,
Speaker 1: we had been experimenting with bringing scholars in the classrooms
Speaker 1: and we literally turned to switch. We said, why are
Speaker 1: we doing this just for classrooms. Let's open this up
Speaker 1: and make it public and let's put it online. And
Speaker 1: then we also follow really quickly with our town Hall series,
Speaker 1: which is an adult program where we have multiple scholars
Speaker 1: talking about the issues and adults asking questions. And it's
Speaker 1: been really fascinating to see the thousands and thousands of
Speaker 1: students join us. And what I love about it is
Speaker 1: talk about open doors. We see kids from all over
Speaker 1: the country talking to each other. So I have fifth
Speaker 1: graders in Idaho talking to fifth graders in Florida. You know,
Speaker 1: kids logging in because they are homeschool kid with a
Speaker 1: private school student, with a public school student, um pro
Speaker 1: Gel schools. They're all in it together. We have younger
Speaker 1: kids and older kids in there, and it's fantastic to
Speaker 1: really make sure that we're helping kids of all ages
Speaker 1: and students of all ages talk to each other about
Speaker 1: the Constitution, get their constitutions straight. And that opens up
Speaker 1: even more questions and giving them chances to ask those questions,
Speaker 1: because sometimes you you want to ask that question, but
Speaker 1: you don't have the right person to ask. So we're
Speaker 1: gonna supply you with the best scholars and make it
Speaker 1: really engaging along the way, and then give you chances
Speaker 1: to talk to each other about it, so all are free,
Speaker 1: and it really takes that core of constitution conversations and
Speaker 1: just opens it broadly across the country. Yeah, and I
Speaker 1: feel compelled to point out for our listeners that when
Speaker 1: those like sessions are happening, you are there, like taking questions,
Speaker 1: parsing those out, and asking them directly to people, so
Speaker 1: they're getting real time answers from like levels of like
Speaker 1: deep knowledge that most people would never have access to
Speaker 1: and I'm always amazed at how you juggle it. But
Speaker 1: because it's a lot going on, it's like people talking
Speaker 1: and you're kind of directing the discussion, but you're also
Speaker 1: monitoring the chat and like taking in the questions. So, uh,
Speaker 1: it's quite a thing to see happen there. You go. Um,
Speaker 1: it's clearly working. I really do. When you first told me, like, oh, no,
Speaker 1: anybody from anywhere can be accessing this session and and
Speaker 1: asking questions, I was like, that is amazing. This brings
Speaker 1: me to my next question, which is that you have
Speaker 1: mentioned that this is the learning that you offer is
Speaker 1: for all ages, and how you know you definitely try
Speaker 1: to get kids involved in learning early on, but that
Speaker 1: you also have adult programs. How do you juggle kind
Speaker 1: of trying to figure out the best ways to make
Speaker 1: that information accessible, digestible, easy to understand for all ages
Speaker 1: because some of your sessions are basically all ages. Yeah,
Speaker 1: and that's been like fascinating to watch how this COVID
Speaker 1: and just online education is blowing up typical structures that
Speaker 1: have been put in the place to segment people by age.
Speaker 1: And if you think about it, like I always think
Speaker 1: about it necessary and this is like my nerdy education
Speaker 1: side coming out, but like schools are set up to
Speaker 1: be Okay, you're in this age bracket, you're in this grade,
Speaker 1: and you go through life that way, and then you
Speaker 1: go into the real world and I don't work with
Speaker 1: anybody my age, like nobody's my exact age, Like that's
Speaker 1: the only time you ever get that kind of like segmentation.
Speaker 1: So this is changing things. So we do we do host.
Speaker 1: So one of the things we did is we said, like, okay,
Speaker 1: we're going to designate certain times during the week for
Speaker 1: certain not age levels, but content levels. So we say
Speaker 1: it's a middle school program, you know, Mondays and Wednesday's
Speaker 1: at twelve Eastern time. But I want to really like
Speaker 1: reiterate that it's it's a it's an entry level time.
Speaker 1: So we do get a lot of middle schoolers, but
Speaker 1: we also get adults. We get high schoolers because that's
Speaker 1: the level they feel they want to be exposed to
Speaker 1: at that time. And that's great. So knowing in your
Speaker 1: head like kind of like what level middle school is,
Speaker 1: you say, Okay, that one's for me at the Mondays
Speaker 1: and Wednesdays at two o'clock Eastern time. That's the high
Speaker 1: school level. High school college level. And again, the younger
Speaker 1: kids that are really advanced are jumping in on that one,
Speaker 1: and the adults that are like, I need to freshen up,
Speaker 1: but you know, I know a little bit about this,
Speaker 1: they're jumping in on that too. So the majority of
Speaker 1: students are that age bracket. But it's really open. So
Speaker 1: we've been thinking, as an educational institution, how do we
Speaker 1: change that terminology so it does isn't a barrier. I'm
Speaker 1: not a middle school kid, so this I feel embarrassed
Speaker 1: to go to a middle school level. I finally, adults,
Speaker 1: especially you know, the active older adults, the seniors, they
Speaker 1: don't care. They're like, I'll go to the third grade
Speaker 1: one like they right care, but like you know, if
Speaker 1: you're seventeen, that might not make you feel good. So
Speaker 1: I want everybody to feel good. It's okay, It's like, okay,
Speaker 1: let's do you know college level one, college level two,
Speaker 1: like entry entry level, you know, advanced level. That's kind
Speaker 1: of the way we talk about it. But we have
Speaker 1: seen on the Friday session, So Friday at one and
Speaker 1: they should never let me name anything just on like
Speaker 1: a side funny no, because I just call it the
Speaker 1: all in session and they're like thanks, I appreciated, but
Speaker 1: it literally was like that was what I was thinking. Okay,
Speaker 1: it's Friday at one o'clock, have at it. I don't care.
Speaker 1: Whoever wants to come can come. Let's see what we're doing.
Speaker 1: That's been fascinating because we are getting all ages. So
Speaker 1: we've seen a second grade group of brownies at the
Speaker 1: same time that I had an eighty two year old
Speaker 1: advanced judge and they're all in the same half an
Speaker 1: hour conversations. These are quick, these are fun. We try
Speaker 1: to do lots of visuals just court younger learners and
Speaker 1: support the language, because sometimes the language can be a barrier.
Speaker 1: So how can I, as an educator use imagery and
Speaker 1: infographics so it makes you hear a new word, but
Speaker 1: now it's clicking because you just understand what it is
Speaker 1: through the infographics. So all those tools of like good
Speaker 1: teaching or applied Like what I usually say is like,
Speaker 1: am I using universal design for learning? How can I
Speaker 1: best accommodate all learners of all ages and all levels
Speaker 1: in one session? And really think like little House on
Speaker 1: the prairie. Okay, I've got now all the tech tools,
Speaker 1: but I have all these different ages, so go um,
Speaker 1: and I have found that because the students, especially my
Speaker 1: younger students, they don't care, they'll ask anything they want,
Speaker 1: it helps everybody. So I love the two ends of
Speaker 1: the spectrum. So my third graders and my nine year
Speaker 1: old are identical actually because they just don't care and
Speaker 1: they'll ask anything they want. What they ask maybe different,
Speaker 1: but the fact that they are like they're they're so
Speaker 1: secure in who they are, they will ask like you
Speaker 1: just used a word I don't know. Can you try again?
Speaker 1: That was the statement from one of my third graders,
Speaker 1: and I was like, Okay, I love you like I.
Speaker 1: I wish everyone felt that free because so many of
Speaker 1: us would never admit like I don't actually know what
Speaker 1: she just said. Um, but that's the way you're gonna
Speaker 1: learn the best. And because she asked that, there was
Speaker 1: a whole group of people that now learned because she
Speaker 1: was able to ask that, Cecilia, she was awesome and
Speaker 1: she was like, Bam, I'm going to ask this question.
Speaker 1: I love it so much. You have talked a little
Speaker 1: bit about the interactive Constitution that you have, but I
Speaker 1: would love for you to talk a little bit more
Speaker 1: about it because it really is an astonishing piece of
Speaker 1: I want to say technology, but it's not even that
Speaker 1: because it's technology, but it's also a scholarship and it's
Speaker 1: you know, interactive. Cannot be overstated on this, Like you
Speaker 1: literally can click through the Constitution and get you know,
Speaker 1: little pop ups that will be explainers and it's visual
Speaker 1: at the same time that it's a lot of text.
Speaker 1: And you mentioned that you guys kind of just redid it. Um,
Speaker 1: So if you would talk through kind of what guides
Speaker 1: really how you present, like having those two scholars right
Speaker 1: their thing to make sure it is easy to navigate
Speaker 1: as well as easy to you know, get additional information
Speaker 1: on something. It's such an amazing piece of work for
Speaker 1: what is a living document. So it's kind of a
Speaker 1: weird sort of it's almost like language immersion. You're in
Speaker 1: the Constitution when you're using it, which I love. So yeah,
Speaker 1: well you talk about kind of how that all became
Speaker 1: the marvel that it is. Yeah, I a million in oerations, Um,
Speaker 1: So what you know, I think working with great partners.
Speaker 1: So we work with American Constitutional Society and the Federalist Society,
Speaker 1: so they're really kind of ideologically very different, and so
Speaker 1: we worked with them and said give us your best.
Speaker 1: So what I learned very quickly on this project when
Speaker 1: we first start it was that scholars are like doctors.
Speaker 1: They're very uniquely focused in one area. So like you
Speaker 1: don't go ask the pediatrists how to fix your heart valve,
Speaker 1: like you go to the right doctor. That's how it
Speaker 1: is for the scholars to you know, we have scholars
Speaker 1: that we work with that our generalists, but they also
Speaker 1: have an area of specialty. So to get that, to
Speaker 1: get the two top organization saying here's our best scholar
Speaker 1: on this gives you this level of credibility that you're
Speaker 1: able to bring the best to the table. It was
Speaker 1: so many lessons learned along the way, and like how
Speaker 1: do we keep it short enough but still give enough
Speaker 1: of the content that you feel sound on it. So
Speaker 1: having that joint explainer was huge because that's where most
Speaker 1: people start. And also how do we make sure we're
Speaker 1: not walking people away from the Constitution's actual text but
Speaker 1: bringing them closer Like these were all the goals that
Speaker 1: we are trying to parse out and figure out as
Speaker 1: we went through and then asking these great amazing scholars, Okay,
Speaker 1: we need this to be like for students as well,
Speaker 1: can you write this at a high school reading level?
Speaker 1: And then them coming back and saying absolutely, and then
Speaker 1: reading the first essays and saying, oh my god, I
Speaker 1: don't think they've ever met a high school kid before.
Speaker 1: You're like, oh no, Like, I love that you thought
Speaker 1: they'd know these words, So like going back and forth,
Speaker 1: but then understanding that at some point this is their
Speaker 1: names are signed onto this, so they have to give
Speaker 1: you a high enough level but still make it accessible.
Speaker 1: What a balance, And well, that's why we think it's
Speaker 1: so successful because we've balanced that top scholars working with
Speaker 1: great partners, the right people, and then balancing that kind
Speaker 1: of in between between great scholarly work but accessible material,
Speaker 1: and then laying it out in a way that is
Speaker 1: so user friendly that you can, you know, jump into
Speaker 1: one section and then go down a rabbit hole and
Speaker 1: keep going in that one area and then see what
Speaker 1: the point and counterpoint are on these discussions. But I
Speaker 1: also love about the next version that we did about
Speaker 1: a year ago, as we started layering in all these
Speaker 1: other tools that help you again help you understand the words,
Speaker 1: help you understand the Constitution, and also help you understand
Speaker 1: that it's relevant that it's not just a document written
Speaker 1: two hundred and so many years ago, that it is
Speaker 1: happening this day, this year, last week. And so that's
Speaker 1: what the explainers are great about. Two. It doesn't just
Speaker 1: leave you in seven. It says they were talking about seven.
Speaker 1: Guess what, we still haven't figured it out yet. Here's
Speaker 1: the key and it kind of makes you feel Okay,
Speaker 1: You're like, okay, good, we're still working on it. Um.
Speaker 1: So we layered the videos, the town caused, the podcast
Speaker 1: lesson plans, and all the classes on top of it.
Speaker 1: So I kind of think, and this is where I'll
Speaker 1: go to my Shrek reference. It's kind of like an
Speaker 1: onion that we keep growing. Um. So Ogre's and the
Speaker 1: Constitution are kind of like onions that they have many layers. Uh,
Speaker 1: this is why I work with kids. I love it
Speaker 1: though that I mean, that's a perfect way to think
Speaker 1: about it. What has been the most surprising aspect of
Speaker 1: this work for you? Like, I'm sure there's been something
Speaker 1: where you're like, I did not ever see this coming,
Speaker 1: Like every day it was like huh, um, I think
Speaker 1: I'm trying to think. So historically, the most surprising aspect
Speaker 1: when like it's almost like when I first started and
Speaker 1: now because I feel like I'm constantly new UM and
Speaker 1: constantly learning. So when I first started UM, I think
Speaker 1: the most surprising aspect that I had was the difference
Speaker 1: between when people first come to us and when people
Speaker 1: leave us. And it's still today the truth. People walk
Speaker 1: in with this, you know, they're kind of like, h
Speaker 1: it's an old, stuffy document, like all these things, and
Speaker 1: they've got this concept that the Constitution is like I
Speaker 1: should know it, Like this is almost like a guilt
Speaker 1: associated with it, like I should know it, but it's
Speaker 1: also like boring. And then within minutes I didn't know that.
Speaker 1: Oh my god, that's fascinating. Tell me more. And so
Speaker 1: when they leave us, they're like hooked and so they're
Speaker 1: like absolutely like oh my god, I love this, and
Speaker 1: they're now like they're like they've drank the kool aid
Speaker 1: there in the band there with us, and you're like,
Speaker 1: so that was the first kind of like moment of
Speaker 1: working in the museum that I saw that, and it
Speaker 1: was I'll tell you a real quick funny story. We
Speaker 1: were at an activity table in the middle of the lobby.
Speaker 1: It's like my first few months there and we're doing
Speaker 1: something with a group of kids and it's families and
Speaker 1: everything is it's like a weekend, and this kid turns
Speaker 1: around and he's probably like nine years old and he
Speaker 1: looks at he looks at us, and he's like all
Speaker 1: the staff, and he looks at his mom and goes,
Speaker 1: m and you said this would be boring, And he's
Speaker 1: like annoyed at his mother and she looks at the
Speaker 1: staff and goes, no, we didn't know. I didn't. Like
Speaker 1: it's like wait, like throw the shame. Nine year old
Speaker 1: like I love it and I left and we left it.
Speaker 1: We're like it's okay, and like, but that's what we
Speaker 1: almost want to tell people, like come in, you're gonna
Speaker 1: love it here. You're like you're gonna have so much fun.
Speaker 1: And then the people who already love it feel like
Speaker 1: they found them buddy, like they found like their home.
Speaker 1: We have a T shirt for our teachers that we're
Speaker 1: producing right now, and it says the Constitution Come nerd
Speaker 1: out with us, because like we own that we love
Speaker 1: it and we should all be constitutional nerds. Like that
Speaker 1: is not a negative that we are. It is our document,
Speaker 1: it is our power as we the people. And then
Speaker 1: let's come nerd out together. And then the back says
Speaker 1: we the people, Um, but no, it's kind of cool.
Speaker 1: Thing is again just going back to the fact that
Speaker 1: you know, we always make We always think about what
Speaker 1: are we hand it, what are we doing, and how
Speaker 1: do we make it more engaging, more fun, And so
Speaker 1: COVID was a kind of like, Okay, we got lemons,
Speaker 1: We're making lemon cello, we're making lemonade, We're making everything
Speaker 1: with these lemons. And my favorite part of this is
Speaker 1: learning how learners of all ages can come together talk
Speaker 1: about a constitutional topic and learn from each other, so
Speaker 1: that eight year olds are learning from third graders and
Speaker 1: third graders are learning from eight year olds. And it's
Speaker 1: not just about our scholars and our educators and our museum,
Speaker 1: but that we can create place across the country for
Speaker 1: people to come together and break down educational barriers and
Speaker 1: knowledge barriers and feel a community and again like it's
Speaker 1: your constitution, you found your home, you're here now, and
Speaker 1: that we have this now different community in place, in
Speaker 1: space and in time. That's really really cool and exciting.
Speaker 1: It's so unique. I imagine that this being an election
Speaker 1: year with a lot of debate going on on every street, corner,
Speaker 1: dinner table, et cetera. That you guys have been really
Speaker 1: really slammed. What has that been like for you, like,
Speaker 1: just to manage probably all the queries about constitutionality of
Speaker 1: various different things. It's awesome. So we have a running
Speaker 1: joke that the Constitution hasn't been this talked about since
Speaker 1: se seven. So thank you, you know, thank you everything
Speaker 1: that's going on. So because now people love it and
Speaker 1: this is this is their hook, this is their inn,
Speaker 1: and now they're with us, it's been great. The hardest
Speaker 1: part for us is to make sure that we give
Speaker 1: people time to understand all perspectives and all sides in
Speaker 1: the Constitution and then we stay in the constitutional questions.
Speaker 1: So sometimes people come to us with a political question
Speaker 1: or very one sided and we want them to come
Speaker 1: in and we want to lay out the constitution forum
Speaker 1: and give them all the perspectives so then they can
Speaker 1: go from there and say, Okay, now I get it.
Speaker 1: I see all different parts. We're not asking people to
Speaker 1: change their minds. We're just asking people to hear the
Speaker 1: Constitution and hear the other perspectives that they may have
Speaker 1: not heard before, or they might just want to understand
Speaker 1: where is the other side coming from. So our job
Speaker 1: is to really make sure that we're giving ability to
Speaker 1: have civil dialogues, and we don't think they will be unemotional.
Speaker 1: I am the most emotional person probably anybody will meet.
Speaker 1: Let's mostly associated with super excitement, but it's still an
Speaker 1: emotion and I want people to be jazzed about it.
Speaker 1: I want people to be excited, but we also want
Speaker 1: people to listen, and that's a really hard skill, especially
Speaker 1: when your emotion is really high. So when we talk
Speaker 1: about the Constitution, we look at it. I always say,
Speaker 1: we look at it at the table. We put the
Speaker 1: Constitution on the table in the center of all of
Speaker 1: us and we talk about the Constitution and that removes
Speaker 1: a little bit of the personal and pulls us back
Speaker 1: a minute so we can talk about it together and
Speaker 1: brings us together as a community. And then from there
Speaker 1: we can decide what how do I want to see
Speaker 1: and understand and where do I sit with these constitutional debates,
Speaker 1: And that's on you, and that's your choice, and your
Speaker 1: that's great, have your perspective, but let's all come together
Speaker 1: at first together looking at the Constitution as kind of
Speaker 1: the tool that unifies and and connects us and we
Speaker 1: need those connecting points. So that's been the I think
Speaker 1: the struggle at times is people feel like they've lost
Speaker 1: connecting points with each other. But we really want to
Speaker 1: say the Constitution is that connected point and it it
Speaker 1: may not be perfect, and we've we've had to change
Speaker 1: it over time, but it's still something that we can
Speaker 1: rally upon and say we have power to change. And
Speaker 1: how do we find our power and how do we
Speaker 1: find our power to protect as well? I love it? Okay,
Speaker 1: for my last question, I've said I love it like
Speaker 1: thirty two times in this interview. Um, But for my
Speaker 1: last question, I would love to hear from you, like,
Speaker 1: what the one thing is that you wish everybody knew
Speaker 1: or understood about the Constitution that maybe isn't always top
Speaker 1: of mind or something that they come to the table with.
Speaker 1: It's hard to pick one. You can you can give
Speaker 1: multiple answers. There's no problem there. So let me think
Speaker 1: for a hot second. So there's so much to teach
Speaker 1: about the Constitution, There's so many things to understand about it,
Speaker 1: and we talk so much about the document. So we
Speaker 1: we love to talk about the Constitution history and the
Speaker 1: modern questions, like all those pieces are what we want
Speaker 1: to talk about. In value, I would like people to
Speaker 1: walk away knowing an understanding four branches of government. So
Speaker 1: if we think about the Constitution, most time when you
Speaker 1: think about government, you think three branches of government. There's
Speaker 1: always those tests that come out every year about we
Speaker 1: don't know each branch of government. It's not about memorizing things.
Speaker 1: It's about understanding the goals and the responsibilities of each brand.
Speaker 1: So when I say four, it also talks about you.
Speaker 1: So you know, we want to talk to people about
Speaker 1: Article one, and that's Congress. What's Congress, why was it
Speaker 1: put together, how has it worked over time, and what's
Speaker 1: its job responsibility? And then Article to the presidency and
Speaker 1: the executive branch, same deal. Article three the courts, same deal.
Speaker 1: We have to understand what their jobs are, how and
Speaker 1: why they were set up the way they were, and
Speaker 1: then how they have to work together or work in opposition.
Speaker 1: And that's okay if they work in opposition at times.
Speaker 1: The system was set up to be that way. But
Speaker 1: what we forget sometimes is we forget to talk about
Speaker 1: the fourth branch, and that's we, the people. We have
Speaker 1: a responsibility to ensure that this Constitution works, that it
Speaker 1: is not just a written document, but that it is
Speaker 1: a document that has value and action as well. So
Speaker 1: it's our job to say, hey, Congress, we need you
Speaker 1: to do this, we need to not do this, we
Speaker 1: needed to do this better presidency, same deal, courts, same deal.
Speaker 1: There's that we the people aspect of popular sovereignty that
Speaker 1: we sometimes forget to teach. So that gives us all
Speaker 1: persons in America agency and responsibility. So we always talk
Speaker 1: about what is the job, you know, what are the
Speaker 1: what is the task given in the Constitution to that
Speaker 1: part of the government, But what's the duty, like, what
Speaker 1: is the duty of that? And so what is our
Speaker 1: duty as citizens? And it's not just about saying what's wrong,
Speaker 1: but it's also supporting and saying what's working. And so
Speaker 1: that's two really sides of the coin. And we can't
Speaker 1: think of things in just everything is being wrong or great.
Speaker 1: We have to really look at the whole spectrum of
Speaker 1: these pieces. And we have a tendency in American history
Speaker 1: to either make people heroes or make people villains, and
Speaker 1: the reality of it is there's a lot of in between,
Speaker 1: and we need to look at all of that. So
Speaker 1: people think about the popular sovereignty aspect, think about we
Speaker 1: the people, and let's go live in the gray because
Speaker 1: most of our life is gray and we need to
Speaker 1: really parse out those pieces as well beautifully put uh, Curry,
Speaker 1: where is the best place for people to go to
Speaker 1: find the National Constitution Center online and once this pandemic
Speaker 1: is over in person, uh, and get their their myths
Speaker 1: on that beautiful interactive constitution. So best place to go
Speaker 1: is Constitution Center dot org. You can also google Interactive
Speaker 1: constitution and find the National Constitution Center. It's it pops
Speaker 1: up really quickly, which is great. But go to Constitution
Speaker 1: Center dot org. If you're ever in Philadelphia, please visit
Speaker 1: us on Independence Mall. We are on the most historic
Speaker 1: square mile in America. So hey, you heard that Boston,
Speaker 1: you heard that Colonel Williamsburg. Philly win. Just like if
Speaker 1: we were in person, I you know, like we win.
Speaker 1: We own it. So many great things about Philadelphia, but
Speaker 1: this dork mile and we're on it. So constitutions and
Speaker 1: er dot org. And remember of what we do at
Speaker 1: the center is free. So we work really hard to
Speaker 1: ensure that our materials have no barriers, and that sometimes
Speaker 1: paid walls are huge barriers for people, so it's free,
Speaker 1: join it, share it, follow us on Twitter, follow us
Speaker 1: on Facebook. We'd love to see you guys there. Um
Speaker 1: and if you need anything education at Constitution Center dot org.
Speaker 1: Educators are here to help and constitutions and our educators
Speaker 1: love their jobs, so whatever you need, let us know.
Speaker 1: So yes, you two can be talking to both second
Speaker 1: graders and ninety year olds at the same time about
Speaker 1: the Constitution. Curry, I cannot thank you enough. This has
Speaker 1: been such a delightful way to spend this hour. Thank
Speaker 1: you so much. It's great to be here, and thank
Speaker 1: you so much because your class and so just the
Speaker 1: listeners know that you did a class with us and
Speaker 1: it was on the Executive Branch, the Presidency and the
Speaker 1: White House, and it's absolutely one of my favorite classes
Speaker 1: because as I love the idea of talking about the Constitution,
Speaker 1: talking about our history in America, and talking about police
Speaker 1: because police matters and it's how we rally around our
Speaker 1: identity of who we are. So thank you so much
Speaker 1: for adding so much depth of knowledge to that class.
Speaker 1: And I know our President Jeff Rosen his comment was
Speaker 1: that was amazing. I'm going to hear more so, thank
Speaker 1: you so much. I'm so glad. It was my absolute
Speaker 1: pleasure and delight, and you made it super easy. I
Speaker 1: was very worried because I never think of myself as
Speaker 1: an expert unreally anything historical. I'm very enthusiastic, but I
Speaker 1: don't always retain things. So you made it super easy
Speaker 1: and fun and like an absolute delight for me. So
Speaker 1: thank you, thank you, thank you, thank you. I have
Speaker 1: a great one. This was so much fun YEA for
Speaker 1: me as well. I am absolutely not exaggerating when I
Speaker 1: say that every time I have an interaction with Curry,
Speaker 1: it legitimately makes you want to study the Constitution. She
Speaker 1: makes the fact that it's a liveing documents so apparent
Speaker 1: that you just want to go engage with it. So
Speaker 1: my deepest thanks to her for coming on the show.
Speaker 1: I hope everyone else that listens feels the same way.
Speaker 1: Once again, if you want to check out the work
Speaker 1: that Curry and the National Constitution Center do, including that
Speaker 1: interactive Constitution that they talked about, visit Constitution Center dot org.
Speaker 1: Do you also have a little listener mail? I do?
Speaker 1: I do. This is from our listener Laura, who writes
Speaker 1: a Dear Holly and Tracy. I've been listening to you
Speaker 1: for about three years, but I am a podcast nerd,
Speaker 1: and I must start a new podcast from the first
Speaker 1: episode and then binge as much as I can. I
Speaker 1: am now officially caught up. I listened in the car
Speaker 1: at work, while cooking, etcetera. So sometimes ten hours a
Speaker 1: day of listening. That's a lot. Uh. There have been
Speaker 1: many times when I have wanted to write to say
Speaker 1: well done or ask for clarification, but then remember that
Speaker 1: I was so far behind that you might have thought
Speaker 1: me crazy for asking questions that were from podcast years ago. Now,
Speaker 1: all that I'm caught up, I feel I can finally
Speaker 1: write you to say thank you. As an aside, I
Speaker 1: appreciate that I would never think anyone was crazy for
Speaker 1: asking about old episodes. But it gets harder and harder
Speaker 1: the farther back you go for Tracy and I to
Speaker 1: recall things, and they're from other hosts. I'm like, I
Speaker 1: have no idea, yeah exactly. My daughter has recently graduated
Speaker 1: with honors from a local university with a history major,
Speaker 1: and it has been so nice to be able to
Speaker 1: have things to discuss with her. I did not grow
Speaker 1: up laking history but find that now that I am older,
Speaker 1: I can't get enough of it. You have definitely been
Speaker 1: part of that journey. I think my favorite part of
Speaker 1: the podcasts are when you genuinely laugh at yourselves or
Speaker 1: at circumstances. When I first started listening, I would hear
Speaker 1: your voices announcing trips or other events, but you weren't
Speaker 1: the voice yet of the podcast, so it was a
Speaker 1: delight for me to finally catch up and put your
Speaker 1: personalities with the voices. When I heard that you got
Speaker 1: hate mail, I just about cried for you. You two
Speaker 1: are delightful and make me smile on the daily. And Holly,
Speaker 1: when you mentioned Coach McGurk a few episodes ago, I
Speaker 1: nearly wanted to jump through the speaker and give you
Speaker 1: a high five. But you know, COVID, not many of
Speaker 1: my friends understand my obsession with that show. I feel
Speaker 1: like we're kindred spirits about many things. As a Canadian,
Speaker 1: I especially love when you do some of our history
Speaker 1: and history from other parts of the world. The episodes
Speaker 1: that have highlighted marginalized people have opened my eyes even
Speaker 1: more than they were before, and I look forward to
Speaker 1: learning more. Knowledge is power, and it is through said
Speaker 1: knowledge that change can come anyway in this strange time.
Speaker 1: I'm glad to hear you are both staying well. It's
Speaker 1: almost comforting to know that the whole world is going
Speaker 1: through the same thing at the same time. Thank you
Speaker 1: both for all you do. I have no idea what
Speaker 1: I'm going to do now that I don't have multiple
Speaker 1: episodes to listen to every day. Laura, this is such
Speaker 1: a lovely note one. Of course, anytime somebody's gonna shout
Speaker 1: out coach McGurk, I want to read that letter for
Speaker 1: those of you who don't know. That is from UH,
Speaker 1: an older Lauren Bouchard series long before Bob's Burger's called
Speaker 1: Home Movies, which is one of the most charming things
Speaker 1: ever put on a television screen in my opinion. UM,
Speaker 1: You're so incredibly sweet, and I really loved hearing all
Speaker 1: of this, and I'm so excited that your your daughter
Speaker 1: studies history. UM. I will be curious keep us updated
Speaker 1: on what she does with that if she ends up
Speaker 1: working in a history field, because I always love to
Speaker 1: hear those. It seemed like a good match for this
Speaker 1: episode where I talked to someone that works with history
Speaker 1: every day. Although did not think that that was going
Speaker 1: to be their life's path initially. So if you would
Speaker 1: like to write to us and share the ways you
Speaker 1: connect to history or anything else, you can do that
Speaker 1: at History Podcast at i heeart radio dot com. You
Speaker 1: can also find us on social media as Missed in History.
Speaker 1: You can also subscribe to this podcast. That's easy as pie.
Speaker 1: You can do it on the I heart radio app,
Speaker 1: at Apple podcast or wherever it is you listen. Stuff
Speaker 1: you Missed in History Class is a production of I
Speaker 1: heart Radio. For more podcasts from I heart Radio, visit
Speaker 1: the i heart Radio app, Apple Podcasts, or wherever you
Speaker 1: listen to your favorite shows.