Western Trails: An Online Journey

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Photo, Heliotherapy treatment at the Jewish Consumptive Relief. . ., U. Denver
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This archive of thousands of photographs, paintings, maps, and other primary documents on the history and culture of the trails of the American West brings together the "western trails" collections of the six libraries and institutions. The main features are exhibits and search function, but the site also offers some limited teaching resources. "Trails through Time Exhibits" features 10 exhibits on Native American, explorer, military, settlement, freight, cattle, railroad, tourism, health, and population trails. Each exhibit has a short essay, images, and links to related exhibitions and websites. "Western Trail Collections" allows the visitor to browse through 10 pre-selected categories or conduct a keyword search by creator, title, subject, or date.

The teaching section, "Trails for Teachers," offers one lesson plan for grades 1-6, two plans for grades 6-8, and two multi-grade level plans, all utilizing the collection's materials. Subjects include such diverse topics as ranch life and the early history of Jews in Colorado. A useful resource for researching the history and culture of the American West and for a basic introduction to the various movements in and across the West.

New Jersey Public Records and Archives

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Photo, "Charles A. Lindbergh Jr., aged 1 year," c. 1931
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For historians researching New Jersey, this site's main interest will be its "state archives." "Catalog" provides access to nearly 200 pre-established searches on the archive's manuscript series, genealogical holdings, business and corporate records, cultural resources, and maps. Topics include military conflicts, society and economics, transportation, public works agencies, and photographic collections, as well as state, county, municipal, and federal government records. The other major feature consists of eight image collections with themes that include New Jersey Civil War soldiers, Spanish-American War Infantry Officers, Spanish-American War Naval Officers, Gettysburg Monuments, and views of the Morris Canal. The archives site also includes a searchable index of New Jersey Supreme Court cases, a transcription of New Jersey's 1776 constitution, and a table summarizing the holdings of the state archives. This site is a useful aid for researching the history and culture of New Jersey.

The Making of Modern Michigan

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Photo, Man with war bond ticket. . . , 1943, The Making of Modern Michigan
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This archive affords access to the local history material and collections in more than 45 Michigan libraries, including photographs, family papers, oral histories, public reports, notices, and documents. More than 3,000 items are available, on a wide range of subjects that include architecture, automobiles, churches, cities and towns, commerce and business, factories and industry, families, farming, geography and landscapes, housing, schools, and sports and recreation. The time period of the material is primarily from the post-Civil War era to the early 20th century. The material can be browsed by subject or institution and a keyword search is also available. A useful site for researching the cultural history of Michigan and its localities.

A Summons To Comradeship: World War I and II Posters

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Poster, Howard Scott, 1943, A Summons to Comradeship
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Poster art shaped and reflected the nature of total war in the first half of the twentieth century, and remains a rich primary source for examining the political, military, social, and cultural history of World War I and World War II. This website provides a database of close to 6,000 of these posters. Posters from the U.S. constitute the bulk of the collection, followed by posters from Great Britain, and then France, Czechoslovakia, the Soviet Union, Italy, and Germany.

Descriptions are keyword searchable, and there are also categories for browsing. Fifteen posters under "Civilian participation" represent one of the key components of "total war": full participation of citizens both at the front and at home. Posters can be used to examine the ways in which citizens on the "home front" were drawn into the war effort, as well as messages about gender and class. Other subjects include organizations, war-related social groups, and individual political leaders.

Historical New York Times Project: The Civil War Years, 1860-1866

Annotation

Designed to provide access to the New York Times for the Civil War years, this website includes reproductions of all pages from the years 1860–1866. For the war years, more than 80 significant articles are arranged chronologically by year. They are also arranged by topic, including battles, military, politics, relations among the States, and social issues. Articles deal with Lincoln's election, inauguration, and assassination; press censorship; abolition of slavery; formation of the Confederate States of America; and Sherman's March to the Sea, among other topics. Presently 23 articles are available that detail the war's aftermath with plans to add more for the year 1866 forward. In addition, users can select any page for any issue published during the decade. Additional material is available for the years 1900 to 1907. Full-text access to the newspaper's complete run is available through the subscription service ProQuest [ID].

Early Telephone Etiquette

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Teaser

Should you leave your hat on when you talk on the telephone?

quiz_instructions

The invention of the telephone modified social communication and called for new forms of etiquette. During the years 1916-1919, the Bell Company created newspaper ads to teach their customers how to adapt to the nature of the telephone conversation and how it was different from face-to-face dialogue. True or False: The following points of etiquette appeared in national ads run by the Bell Company:

Quiz Answer

1. You need not dress to receive visitors in order to talk on the telephone.
False.

2. Concentrate on the conversation. Speak directly into the telephone. Don't try to carry on a conversation with a cigar in your mouth, or slouching, or with your feet up on a desk.
True.

3. In starting a telephone conversation, say who you are.
True.

4. If the person you are calling on the telephone is far away, it is not necessary to speak louder than you would if you were calling someone nearby.
True.

5. The other person cannot see your facial expression or manner or hand gestures that might, in a normal conversation, soften or change the meaning of your words.
True.

6. Don't assume that everything you hear comes from the other person: crossed wires, weather conditions, and party lines may bring in other conversations or sounds.
True.

7. If you get a busy signal, it does not mean that the person you are trying to reach does not wish to speak to you, or that the operator is being rude or lazy.
True.

8. If you answer the phone and there is no one on the other end, the person calling may have hung up because of impatience, or may have realized that he or she was calling the wrong number.
True.

9. Don't become angry if someone calls you in error.
True.

10. Say "Good-bye" to indicate that your part of the conversation is finished.
True.

11. If the person you are talking to does not respond to what you have said, he or she may have been cut off inadvertently.
False.

For more information

telephone_bell.jpg The telephone was not invented in order to do what people eventually used it to do. It may seem obvious what a telephone is good for, but even its inventors—Alexander Graham Bell and his assistant Thomas Watson—were not clear about it when they first demonstrated it. Nor were those who attended their demonstrations and gasped in astonishment at what they heard.

On February 18, 1877, Bell and Watson gave a lecture and exhibition in which they transmitted speeches and songs between Boston and Salem, Massachusetts. The following day, Watson gave an interview to a reporter for The New York Sun, and talked about the future of the telephone, as he and Bell saw it:

"I haven't the slightest doubt," Mr. Watson said to-day, "that in a few months things will be so that a man can make a lecture here in Boston and be heard by an audience in any part of the country."

"Do you expect that the telephone will entirely supersede the present system of telegraphing?" I asked.

"Yes, we expect it will, eventually. A company is now forming for the purpose of manufacturing and introducing the instrument. In time it can't fail to replace the old dot and line alphabet system entirely. We expect, at first, it will be used mostly on private lines and for city business. It will probably take the place of the present district telegraph companies and the like, as it will be especially convenient for that class of business."

"Won't the receiving operators have to learn shorthand?"

"Yes, I suppose they will. In our experiments we have generally paused after saying a sentence, so that the receiver had time to write out in long hand."

Mr. Watson remarked that the introduction of the telephone would probably have the effect of increasing the telegraph business to such an extent that it would hasten the time when the wires would have to laid under ground instead of being strung on poles. [1]

This still conceived of the telephone as a kind of telegraph that would allow operators simply to speak and to listen at either end of the line without resorting to Morse Code. The message would be dictated on one end and written down on the other, for delivery to its recipient.

But at least one Boston Globe reporter understood that the invention of the telephone would make every person his or her own communications center:

telephone_distancephone.jpg The lines might not be direct from point to point, but to and from ganglia in the form of central offices or stations, which have charge of the business, except where private parties see fit to maintain their own independent lines. Suppose this network to be established and in good working order. What a deal of running to and fro and of vexatious delay would be obviated! Smith in his office on State street, without moving from his chair, could say to Mrs. Smith at the Highlands, in his blandest tone of voice: "Going to New York tonight, my dear; have John take my carpet-bag to the Providence depot before 6 o'clock." Mrs. Smith's reply would be immediate and, of course, in a tone of cheerful acquiescence. Or Brown, in his store on Washington street, would ask a friend home to dinner, and communicate the fact to Mrs. Brown on the Back Bay, receiving at once a dutiful response which would be pleasant to the friend standing by and catching the sweet tones of her voice. Jones, in the midst of the distractions of his bills payable and bills receivable, would be interrupted for a moment by a familiar but far-away voice, informing him that his beloved wife was coming in town, shopping and would call at 2 o'clock for a little money, and then of course no pressing business elsewhere would keep him away from his counting-room at that hour. And equally, of course, his wife would receive a prompt and amiable answer, relieving her mind of all uncertainty. … The fancy will readily supply the thousand details of practical utility here suggested. State-rooms on steamboats, places in railway cars, room in a hotel, dinner from a restaurant, could be bespoken without the necessity of sending, and the satisfaction would be obtained which only a personal interview can secure. [2]

But if everyone was potentially connected with everyone else, neither the caller nor the called could know beforehand who was on the other end of the line. This was a novel kind of social encounter. What did one speak into the void in order to announce oneself?

Bell liked the word "Ahoy" for this. It was a nautical word used by one ship to raise the attention of another one on the open seas. That must have been what it felt like for the first telephone users, sailing out into the etheric unknown.

Thomas Edison, on the other hand, liked the word "Hello." It was a word—actually, it was more like "Halloo"—that had only been used until then to summon a ferry from the far bank of a river. "Hello" caught on, and then quickly migrated out into other social encounters, even when the greeter and the greeted met face to face and knew each other well. [3]

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We the People . . . Rarely Agree

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22412
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Teaser

What does the Constitution mean to you? Match each quote to the historical figure whose view of the Constitution it reveals.

quiz_instructions

September 17, Constitution Day, commemorates the 1787 signing of the Constitution. Ever since its creation, the Constitution has provoked patriotic passion and heated debate. Match the quotes below to the historical figure whose view of the Constitution they reveal.

Quiz Answer

1. "Our Constitution is so simple and practical that it is possible always to meet extraordinary needs by changes in emphasis and arrangement without loss of essential form."

Herbert Hoover
Franklin D. Roosevelt
Woodrow Wilson
Abraham Lincoln

Roosevelt spoke these words on March 4, 1933, in his First Inaugural Address— which also included his famous phrase "the only thing we have to fear is fear itself." In this speech, FDR first assured the American people that he had faith that the Constitution and current understandings of constitutionally-acceptable presidential power were sufficient to overcome the crisis posed by the Great Depression. He then went on to note that, if necessary for the good of the country, he would ask Congress for executive power equivalent to that granted in wartime.

During his presidency, many of FDR's New Deal reforms would be found unconstitutional by the U.S. Supreme Court, leading to constant tension and conflict between the President and the court.

2. "In examining the Constitution of the United States, which is the most perfect federal constitution that ever existed, one is startled, on the other hand, at the variety of information and the excellence of discretion which it presupposes in the people whom it is meant to govern."

Pierre-Etienne Du Ponceau
Benjamin Franklin
Alexis de Tocqueville
Marquis de Lafayette

In his book Democracy in America, French thinker, writer, and politician Alexis de Tocqueville (1805-1859), considers the strengths and weakness of the American federal system of government as it was in the early 1830s, when he visited the young country on a 9-month tour. This passage comes from chapter 8 of the book's first volume: "On the Federal Constitution." Subheading "The Federal Constitution, Part V," "Why the Federal System is Not Adapted to All Peoples" looks at the uniqueness of the Constitution and of the expectations it sets out for the people putting it into practice.

3. "A sacred compact, forsooth! We pronounce it the most bloody and heaven-daring arrangement ever made by men for the continuance and protection of a system of the most atrocious villainy ever exhibited on earth."

William Lloyd Garrison
Frederick Douglass
John Murray Spear
Lydia Maria Child

Fiery abolitionist William Lloyd Garrison (1805-1879) included this condemnation of the Constitution in the December 29, 1832, issue of his abolitionist newspaper The Liberator. The article in which it appeared, titled "On the Constitution and the Union," denounced the Constitution for allowing slavery to exist in the U.S., calling it a document "dripping" "with human blood."

Garrison famously burned a copy of the Constitution at a 4th of July gathering in Farmingham, MA.

4. "The Constitution was founded on the law of gravitation. The government was to exist and move by virtue of the efficacy of 'checks and balances.' The trouble with the theory is that government is not a machine, but a living thing."

Woodrow Wilson
Franklin D. Roosevelt
Theodore Roosevelt
Lyndon B. Johnson

Woodrow Wilson included these words in his 1913 book The New Freedom: A Call for the Emancipation of the Generous Energies of a People, which laid out many of the views on which he had campaigned for the presidency. Writing in 1885, in his earlier book Congressional Government, Wilson saw many problems in the United States' established form of government, arguing that the Founders' system of checks and balances obscured responsibility more than it ensured balance. Wilson saw the Constitution as a product of a certain time and place, with questionable relevance to the present day.

For more information

For the full text of FDR's 1st Inaugural Address and related primary sources, turn to the Library of Congress's American Memory site "I Do Solemnly Swear . . .": Presidential Inaugurations' page on the speech. Many presidential inaugural speeches make reference to the Constitution, revealing the view of the Constitution that the president giving the speech holds (or claims to hold); search this collection for other presidents speaking on the document and its iconic status in U.S. government and culture.

You might also look at the American Memory collection Documents from the Continental Congress and the Constitutional Convention for 277 primary source documents "relating to the work of Congress and the drafting and ratification of the Constitution."

The National Endowment for the Humanities' EDSITEment looks further at the life and accomplishments of Alexis de Tocqueville in an August 2009 feature on the author and the introduction to his Democracy in America. The feature collects suggestions for teaching the introduction and selected links; a link to the full text of the book's two volumes, hosted by the University of Virginia, is included.

The full text of William Lloyd Garrison's "On the Constitution and the Union" can be read here, as can other articles by Garrison, in TeachingAmericanHistory.org's Document Library (which includes the Constitution and a range of other founding documents).

Project Gutenberg, a database of out-of-copyright public domain texts, hosts the full text of Wilson's The New Freedom, as well as other works by Wilson.

For more on the Constitution, try NHEC's 2008 round-up of Constitution and Constitution Day resources for teachers. Or how about checking out what the U.S. government thinks citizens should know about the Constitution? U.S. Citizenship and Immigration Services offers a downloadable study guide for the current naturalization test, with sections on the Constitution.

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Gerald Ford Biography

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NBC's Brian Williams looks back at Gerald Ford's political career. His presidency began with a national sigh of relief at the end of Watergate, and ended with a painful loss to Jimmy Carter.

This feature is no longer available.