Thomas Jefferson Digital Archive Anonymous (not verified) Fri, 01/25/2008 - 22:21
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Logo, Thomas Jefferson Digital Archive
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More than 1,700 texts written by or to Thomas Jefferson are available on this website, including correspondence, books, addresses, and public papers. While most texts are presented in transcribed, word-searchable format, 18 appear as color images of original manuscripts.

The site also includes a biography of Jefferson written in 1834, eight years after his death. The Jeffersonian Cyclopedia, published in 1900, organizes more than 9,000 quotes according to theme and other categories. A collection of 2,700 excerpts from Jefferson's writings present his political philosophy. A wealth of searchable bibliographic listings is provided, including two previously published volumes and thousands of additional bibliographic references.

Also available are a recent dissertation on the construction of the Jefferson-designed University of Virginia (UVA), listings from the Oxford English Dictionary that show Jefferson's influence on English-language usage, and four links to UVA exhibitions on Jefferson.

World Trade Center: Rescue, Recovery, Response aharmon Wed, 01/18/2012 - 18:25
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Photo, Man and letters of support in St. Paul's Cathedral, 2011, NY State Museum
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In the words of the exhibit website, "The World Trade Center: Rescue, Recovery, Response details the history of the World Trade Center, the September 11 attacks, the rescue efforts, the evidence recovery operation at the Fresh Kills facility, and the public response to the September 11th events."

The website is divided into five sections—The World Trade Center, Rescue, Recovery, Response, and Voices.

The World Trade Center provides a brief overview of the design process, a construction and habitation chronology, statistics on the towers (did you know 17 babies were born at the WTC and that more than 3,500 people worked on the construction site?), a small amount of information on the response to the 1993 bombing, and photographs of several damaged artifacts removed from the WTC towers. The very mundane nature of these objects— for example, floor number signs and a fire extinguisher—may make them more emotionally distressing to students. Proceed with care, but recognize that the inclusion of these artifacts can provide powerful commentary on 9/11.

Rescue shares the story of the first 24 hours following the attacks. The primary focus is on the sacrifice of responders, including 343 NYC Fire Department employees. A timeline breaks the day down into small portions—in some cases minutes—with a an image and sentence describing events. Additional subsections introduce the Engine 6 Company, provide brief remembrances of the members of the company on duty at the time of the tragedy (two of whom survived), interactive schematics and images of the Engine 6 Pumper before and after damage, a description of why the WTC towers' engineering failed, and a selection of artifacts used by rescue workers. This section includes videos in which the two Engine 6 survivors discuss their experiences. These are very emotional, clearly depict pain, and also discuss the men and women that fell from the towers. As a result, educators should take care in their decisions to share these film clips.

Recovery details efforts to recover objects, the deceased, and criminal evidence from the remains of the towers after their transportation to the Fresh Kills site. Here, visitors can find information on and images of the cleanup of Ground Zero; a brief overview of the Fresh Kills site; a to-the-point listing of the sorting process complete with images; images of airplane pieces; photographic panoramas of Fresh Kills; images of items and signs used at the Fresh Kills site; and statistics concerning the site, personnel involved, and objects found. If visitors are concerned, they should be aware there are no images of human remains.

Response addresses the myriad ways in which people responded to the events. The section contains images of newspaper front pages and images of and short introductions to the Union Square scrolls and St. Paul's Chapel memorials, St. Paul's Chapel and Nino's restaurant as places of refuge for recovery workers, and the Fulton Street viewing platform from which the recovery efforts could be watched, as well as photographs of objects and messages of support from around the world.

The final section, Voices, contains lengthy audio interview clips with Patty Clark who worked on the 65th floor of the North Tower; Lee Ielpi who sought his firefighter son; and Jim and Marilyn Geiger, who offer a married couple's perspective on the situation from both within and outside the building. These interviews include individual coping strategies and descriptions of events.

While this is a strong addition to the web content concerning 9/11, it is important to note that it may be a very difficult site for many as it brings human stories of emotional pain to the forefront.

Mexican-American War and the Media

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Image for Mexican-American War and the Media
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These more than 5,500 transcribed newspaper articles related to the Mexican-American War represent five newspapers from the U.S. and England. They span the period from 1845, when the U.S. annexed Texas, through 1848, when Mexico surrendered and the Treaty of Guadalupe Hidalgo was signed.

The contrast between coverage of the war in the U.S. and England is particularly striking. The Times of London fulminated against the immorality of slavery and of the southern scheme to annex Texas as a slave state, while exposing America's imperialist ambitions as, among other things, an attempt to shore up the nation's fragile stability through the escape valve of western migration. By contrast, newspapers from Maryland and West Virginia did not examine the issue of slavery in the articles included here.

Some images and links to watercolor and print collections are also available. The website provides a comprehensive bibliography on the war, but offers little historical background or contextualization beyond links to related materials and an expanded timeline.

Margaret Sanger Papers Project

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Selected materials by and about the "birth control pioneer" Margaret Sanger (1879–1966) are provided here. A link to a companion site offers approximately 200 documents dealing with The Woman Rebel, Sanger's 1914 radical feminist monthly, for which she was indicted and tried for violation of federal obscenity laws.

The project plans to digitize more than 600 of Sanger's speeches and articles. At present, there are 25 transcribed speeches, 182 newspaper articles from 1911–1921, four public statements, a letter written by Sanger in 1915, and more than 50 articles from the Margaret Sanger Papers Project Newsletter, some of which contain primary source materials. There are plans to add to items regularly. Materials also include 27 links to sites offering Sanger writings, a biographical essay, and a bibliography. Links to collections of images and an MP3 file of Margaret Sanger's 1953 "This I Believe" speech are also available.

Marcus Garvey and Universal Negro Improvement Association Papers Project

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Image, Marcus Garvey and Universal Negro Improvement Association Papers Project
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The life and work of black activist Marcus Garvey (1887–1940) are presented on this website. Garvey was the leader of the Universal Negro Improvement Association (UNIA), and "champion of the back-to-Africa movement." Materials include 40 documents, such as correspondence, editorials, reports of U.S. Department of Justice Bureau of Investigation agents, articles from African American newspapers, and a chapter from Garvey's autobiography. Primary documents are accompanied by 15 background essays.

The website also provides four audio clips from recordings of speeches Garvey made in 1921 and 24 images, including photos of Garvey, his wife, and colleagues, and facsimiles of UNIA documents. Particularly valuable as a condensed history of Garvey's movement and also useful for those studying African American political and cultural movements in general.

"Join or Die"

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woodcut, 1754, Benjamin Franklin, Join or Die, org. pub. in Pennsylvania Gazette
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Why aren't Delaware and Georgia included on the body of Ben Franklin's famous "Join or Die" snake? And why did the artist combine the four northeastern colonies as one?
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The "Join, or Die" snake, a cartoon image printed in numerous newspapers as the conflict between England and France over the Ohio Valley was expanding into war—"the first global war fought on every continent," as Thomas Bender recently has written—first appeared in the May 9, 1754 edition of Benjamin Franklin’s Pennsylvania Gazette. The image displayed a snake cut up into eight pieces. The snake’s detached head was labeled "N.E." for “New England,” while the trailing seven sections were tagged with letters representing the colonies of New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The exhortation "JOIN, or DIE" appeared underneath the image.

Lester C. Olson points out that Franklin might have seen images of snakes divided into two segments that had been published in Paris in 1685, 1696, and 1724 with the similar caption "Se rejoinder ou mourir." The image in the Pennsylvania Gazette followed an article reporting the recent surrender of a British frontier fort to the French army and purported plans of the French, with their Indian allies, to establish a massive frontier presence with which to terrify British settlers and traders. The article ended with the surmise that the French were confident they would be able to "take an easy Possession of such Parts of the British Territory as they find most convenient for them" due to the "present disunited State of the British Colonies" and warned that the French success "must end in the Destruction of the British interest; Trade and Plantations in America."

Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies

A longtime advocate of intercolonial union in dealings with Indians, Franklin helped make such a union an important agenda item for the Albany Congress, convened shortly after the snake image was published, on earlier orders from the Board of Trade, the British advisory council on colonial policy, with the goal of establishing one treaty between all the colonies and the Six Nations of Iroquois. As a commissioner to the congress appointed by the governor of Pennsylvania, Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies intent on maintaining control over their own affairs.

Robert C. Newbold has speculated that Georgia was probably excluded from the snake image, "because, as a defenseless frontier area, it could contribute nothing to common security." Only three laws had been passed in Georgia since its founding as a colony in 1732, prompting a historian of the colony and state to conclude, "The hope that Georgia might become a self-reliant province of soldier-farmers had not succeeded, and even the early debtor-haven dream had not come to pass." Delaware, Newbold added, "shared the same governor, albeit a different legislature, as Pennsylvania; hence the Gazette probably considered it as included with Pennsylvania."

As with the snake image, the Albany Plan, drafted during the congress, did not include Georgia and Delaware in its proposed colonial union for mutual defense and security, specifying only Massachusetts Bay, New Hampshire, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The segmented snake image was revived in a number of newspapers during the 1765 Stamp Act conflict, again without reference to Georgia and Delaware. In 1774, when the segmented snake image, along with the "Join or Die" slogan, was employed as a masthead for newspapers in York, Massachusetts, and Pennsylvania, a pointed tail labeled "G" for Georgia had been added.

Bibliography

Thomas Bender, A Nation Among Nations: America’s Place in World History . New York: Hill and Wang, 2006.

Lester C. Olson, Emblems of American Community in the Revolutionary Era: A Study in Rhetorical Iconology Washington: Smithsonian Institution Press, 1991.

Albert Matthews, "The Snake Devices, 1754-1776, and the Constitutional Courant, 1765," Publications of The Colonial Society of Massachusetts, Volume XI: Transactions, 1906-1907.

Library of Congress. "Join or Die". Accessed February 25, 2011.

RaceSci: History of Race in Science

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Logo, History of Race in Science
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RaceSci is a site dedicated to supporting and expanding the discussion of race and science. The site provides five bibliographies of books and articles about race and science. The section on current scholarship has 1,000 entries, organized into 38 subjects. A bibliography of primary source material includes 91 books published between the 1850s and the 1990s. Visitors can currently view 14 syllabi for high school and college courses in social studies, history of science, rhetoric, and medicine. The site links to 13 recently published articles about race and science and to 49 sites about race, gender, health, science, and ethnicity. This site will be useful for teachers designing curricula about race and for researchers looking for secondary source material.

EASE History: An Experience Acceleration Support Environment

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Photo, A boy reads a comic book, Dorothea Lange, 1942, Ease History
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This collection of video clips and photographs focuses on 20th-century historical events and political campaigns. "Historical Events" presents 470 items from 1900 to the present that the visitor can explore by decade or by 13 thematic topics that include presidential administrations, the environment, politics, war, the economy, and science/technology. "Campaign advertisements" offers 229 campaign ads from 1952 to 2004. The visitor can explore the items by year, candidate, party, and issue, or by thematic topics such as ad themes or positive/negative ads. "Core values" allows visitors to explore the values at the center of presidential political campaigns. All the clips can be displayed one, two, or four at a time.

The learning guide offers activity suggestions and provides more than 100 questions tied to the themes on the site. The site also offers "learning segments" on the Cold War and campaign ads. The search feature offers the ability to search all themes in the campaign ads, history events, and core values sections; select individual film clips from a full listing; conduct a keyword search; or select from 32 classroom topics such as communities, culture, war, the Great Depression, the New deal, and the Great Society.

Living the Legacy: The Women's Rights Movement, 1848-1998

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Logo, Living the Legacy: The Women's Rights Movement
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Furnishes secondary materials concerning women's rights efforts in the U.S. from 1848 to the present. Includes a 5,000-word history of the movement; a 7,000-word chronology of political activism; six curriculum ideas; a detailed list of activities for high school students, librarians, and teachers to celebrate the 150th anniversary of the movement; listings for 54 prominent women's history organizations, arranged alphabetically by state; basic information and/or links for 60 groups that treat contemporary women's issues; and descriptive listings for 18 "costumed history performers" who portray public figures in women's history. The site is sponsored by the National Women's History Project, "a nonprofit organization, founded in 1980, that is committed to providing education, promotional materials, and informational services to recognize and celebrate women's diverse lives and historic contributions to society."