Early Recognized Treaties with American Indian Nations

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Logo, Early Recognized Treaties with American Indian Nations
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This website presents the first seven treaties between the British and American Indian Nations, along with two treaties ratified with the United States in later years. These nine treaties provide a complement to Charles J. Kappler's Indian Affairs: Laws and Treaties, a compendium of 366 treaties (digitized by the Oklahoma State University Library Electronic Publishing Center), now making all federally recognized treaties with American Indian Nations available in electronic format. These nine treaties range in date from 1722, The Great Treaty of 1722 Between the Five Nations, the Mahicans, and the Colonies of New York, Virginia, and Pennsylvania, to 1805, A Treaty Between the United States of America and the sachems, chiefs, and warriors, of the Wyandot, Ottawa, Chippewa, Munsee, and Delaware, Shawnee, and Pattawatamy nations.

Most of the treaties are long, detailing proceedings that occurred over the course of at least several days. They address topics such as land and boundary disputes, and shed light on the ceremony surrounding these meetings. Facsimile copies of the original printed versions of all nine treaties are available, as are transcripts. Though there is no keyword search feature, transcribed text appears on one page, facilitating the use of a computer's "Find" function.

American Leaders Speak: Recordings from World War I and the 1920 Election

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Photo, detail from "James W. Gerard. . . ," 1915, American Leaders Speak
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These 59 sound recordings document speeches by American leaders produced from 1918 to 1920 on the Nation's Forum record label. The speeches—by such prominent public figures as Warren G. Harding, James M. Cox, Calvin Coolidge, Franklin D. Roosevelt, Samuel Gompers, Henry Cabot Lodge, John J. Pershing, Will H. Hays, A. Mitchell Palmer, and Rabbi Stephen S. Wise—deal for the most part with issues and events related to World War I and the 1920 presidential election. Additional topics include social unrest, Americanism, bolshevism, taxes, and business practices.

Speeches range from one to five minutes in length. A special presentation, "From War to Normalcy," introduces the collection with representative recordings, including Harding's famous pronouncement that Americans need "not nostrums but normalcy." This site includes photographs of speakers and of the actual recording disk labels, as well as text versions of the speeches.

Hawaiian Statehood

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Photography, Unspoiled north shore of Hawaii's Oahu Island, between 1980 and 200
Question

When and why did Hawaii become a state?

Answer

Hawaii—a U.S. territory since 1898—became the 50th state in August, 1959, following a referendum in Hawaii in which more than 93% of the voters approved the proposition that the territory should be admitted as a state.

There were many Hawaiian petitions for statehood during the first half of the 20th century.

The voters wished to participate directly in electing their own governor and to have a full voice in national debates and elections that affected their lives. The voters also felt that statehood was warranted because they had demonstrated their loyalty—no matter what their ethnic background—to the U.S. to the fullest extent during World War II.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long—60 years from the time that it became a U.S. possession. There were many Hawaiian petitions for statehood during the first half of the 20th century. These were denied or ignored. Some in the U.S. had been convinced, even at the time of Hawaii’s annexation, that Hawaii had no natural connection to the rest of the states. It was not contiguous territory, most obviously, but 2,000 miles from the coast.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long.

Hawaii’s annexation in 1898 had much to do with the power of American plantation owners on the islands and the protection of their financial interests—both in gaining exemption from import taxes for the sugar they shipped to the U.S. and in protecting their holdings from possible confiscation or nationalization under a revived Hawaiian monarchy. There was considerable sentiment in the U.S. that annexation would be an unjust, imperialistic, and therefore un-American, move (Hawaii had more than sugar; it was a potential harbor and coaling station for naval vessels and was historically pressured in the 18th and 19th centuries for concessions by countries including Great Britain, Japan, and Russia).

Nevertheless, at the time of annexation the monarchy itself had only been in existence for a century, and originally consolidated power brutally, with the help of European sailors and firepower. Even by the end of the 19th century, a significant portion of the Caucasian residents of Hawaii had been born and raised there and considered themselves natives. Complicating the question was a large population of immigrant Japanese, Chinese, and Portuguese, all of whom had been originally encouraged to come in order to supply agricultural labor to the islands.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens.

Part of the decades-long reluctance to change Hawaii’s status from territory to state derived, both in Hawaii and on the mainland, from uncertainty and fear about granting electoral power to one ethnic group or another. This was not just Caucasian vs. ethnically Polynesian. Some ethnically Polynesian Hawaiians opposed the change from territory to state because, while they had come to feel comfortably “American,” they feared that the Japanese population on Hawaii (perhaps as high as 30%) would, under a universal franchise authorized by statehood, organize and vote itself into power to the disadvantage of the Hawaiians of Polynesian descent.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens. Hawaii’s importance in World War II had secured its identity as fully American in the minds of both Hawaiians and mainlanders. In addition, persistent and effective lobbying of Congressional representatives during this initial period of the modern Civil Rights Movement convinced enough members of Congress that this was the right moment to accept Hawaiian statehood, no matter what its racial makeup was.

Hawaiians themselves had been awaiting this for years, so much so that the “49th State” Record Label had been selling popular Hawaiian music since shortly after the War. As it turned out, Alaska entered as a state at the very beginning of 1959, making it the 49th, and when Hawaii came in several months later, it became the 50th state of the Union.

For more information

An Act to Provide for the Admission of the State of Hawaii into the Union. Act of March 18, 1959, Pub L 86-3, §1, 73 Stat 4.

Daws, Gavin. Shoal of Time: A History of the Hawaiian Islands. Honolulu: University of Hawaii Press, 1968.

National Archives and Records Administration. “Hawaii Statehood, August 21, 1959.” Accessed November 13, 2012.

American State Papers, 1789-1838

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Logo, Readex
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This subscription-only website presents an extensive archive of U.S. history documents, offering roughly 6,300 publications. The archive provides access to every Congressional and Executive document of the first 14 U.S. Congresses, and additional coverage through the 25th Congress, as well as tables, maps, charts, and other illustrations. The collection is particularly strong in military history, with 205 documents about military bases and posts and 134 on military construction. Other documents address topics such as westward expansion, Native American affairs, and issues surrounding slavery. This collection also includes numerous speeches and messages by Presidents Washington, Adams, Jefferson, and Madison.

Users can browse the archive by category: Subjects, Publication Category, Standing-Committee Author, Document Class, and Congress. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site is a valuable resource for researching the government and military in the early United States.

All Hands on Deck

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Oil on canvas, 1884, USS Constitution. . . , Davidson, USS Constitution Museum
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The USS Constitution Museum developed All Hands on Deck as a means of introducing K–12 educational elements across subjects (math, art, and more) using the history of one of the United States' most renowned military vessels, the USS Constitution.

The website itself is somewhat disorganized. However, there are a plethora of lesson plans embedded within it for students of any grade level.

The available lessons are divided into five sections—preview activities (to determine pre-existing knowledge), the building of early U.S. military frigates, the War of 1812 and the Barbary Wars, 1800s life aboard a warship, and the lasting legacy of the USS Constitution. These sections have subsections, within which you can find individual lessons intended for grades K–4, 5–8, and 9–12. Alternatively, visiting "How to Use This Online Curriculum" includes a linked list of states. Clicking on any of the available states—IL, MD, WA, SC, TN, MO, TX, NM, CO, MT, and VA—offers a list of the activities available on the website which correlate with state standards. The individual subsections also include recommended field trip sites, films, books, games, music, and more; as well as anecdotes, literature, and other "grab bag" additional items of interest.

The Image Gallery offers a smattering of paintings, illustrations, and photographs of the vessel and its officers. The gallery also contains a single newspaper recruitment ad dating to 1798.

Educators who would prefer a tangible copy of the curriculum can send an electronic request.

Alternatively, you may want to brush up on your USS Constitution history yourself. In that case, the website offers a 19-minute video in which a young girl meets a variety of figures aboard the ship—a captain's wife, a powder monkey, and an African American sailor among them.

Ad*Access

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Image, Timken Roller Bearing Company ad supporting war bonds, 1943, Ad*Access
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Images of more than 7,000 advertisements printed primarily in newspapers and magazines in the United States from 1911 to 1955 appear on this well-developed site. The material is drawn from a collection of one of the oldest and largest advertising agencies, the J. Walter Thompson Company.

Advertisements are divided into five main subjects areas: Radio (including radios, radio parts, and programs); television (including television sets and programs); transportation (including airlines, rental cars, buses, trains, and ships); beauty and hygiene (including cosmetics, soaps, and shaving supplies); and World War II (U.S. Government-related, such as V-mail and bond drives). Ads are searchable by keyword, type of illustration, and special features. A timeline from 1915 to 1955 provides general context. "About Ad Access" furnishes an overview of advertising history, as well as a bibliography and list of advertising repositories.

9/11 Memorial

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Rendering, 9/11 Memorial Names and Waterfall, 9/11 Memorial website
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Exactly one decade from the events of September 11, 2001, a new memorial is slated to open at Ground Zero. The memorial website offers the expected information on visiting the memorial, as well as a wealth of information which can be of use well outside of the state of New York.

Plan Your Visit is the place to go if you are considering visiting the memorial yourself or taking a class to the site. Note that there are restrictions on items and bag sizes permitted, that the site contains no public restrooms, and reservations are required with the number of group visits per day limited. Prior to the official opening, visitors can view a preview museum, which includes a StoryCorps recording booth for sharing your own 9/11 story. However, there is still a hefty amount of information here for "digital only" visitors. For example, you can read about how names will be grouped on the memorial—by location at the time of the incident, by company affiliation, and by relationships requested by next-of-kin. What does this system say about how we define ourselves today with and against other people and organizations?

In the same section, you can also find a link to a free iPhone 9/11 history application. This app provides images, a timeline, and a tour of the World Trade Center area. The tour can be used to guide an actual walk, or it can be accessed from elsewhere to explore digitally.

About the Memorial provides an overview of the memorial's design and the reasoning behind these artistic and practical choices. This can be used to get your students to question the purpose of memorials and/or how environmental designs can codify collective experience and relate to the values of their time. One simple example is the use of natural elements—trees and water—in this memorial. How do these choices relate to concepts of healing, Romanticism, sustainability, etc.

Collections includes a variety of potentially useful subpages which present a smattering of 9/11 stories with artifact images and links to oral histories, as well as a small list of international tribute projects. The subsection "Contribute" also allows you or your students to upload reaction artwork, photos, videos, or stories.

Finally, there's "Teach + Learn," a section specifically dedicated to 9/11 and contextual education. Read through the key questions for a list of a number of the big issues brought up when discussing 9/11, such as how crisis and fellowship work in tandem and how to avoid the idea of the "Other," as fundamentally unlike oneself. There are also two teaching guides, one on artistic response and another on volunteerism. Another feature is a PDF on talking to children about 9/11. One suggestion listed is that 9/11 be addressed through the stories of individuals rather than themes of good or evil. Finally, this section includes webcasts on Middle Eastern culture, memory and memorials, the aftermath of 9/11, and the building of the 9/11 memorial; an interactive timeline; an interactive version of Lady Liberty, a statue bedecked in 9/11 artifacts and ephemera; and information on domestic and international attacks.

Shaping the Constitution

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Print, The Age of Brass. . . , 1869, Currier and Ives, Shaping the Constitution
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Shaping the Constitution revolves around the role of Virginia in early American military and political history.

The first section, Becoming Free and Independent States, offers an overview of the perspectives of early Virginians on the Revolutionary War. The page includes biographies of figures of note, ranging from George Washington to Billy, a slave impressed by the British Navy. Each biography offers titles and/or web links for further reading. The main draw of the section, though, is a collection of 32 primary sources—broadsides, portraits, maps, warrants, petitions, a cartoon, and more. Each primary source can be selected for additional information, a transcript, related sources, and/or a high-resolution copy of the source. One surprise worth noting is that selecting the high-res copy of the source sometimes provides a PDF file with multiple related sources, rather than just the one you may have thought you were downloading.

Each of the following sections follow a similar structure—biographies, primary sources, and a short text overview. Topics include Virginia and the Constitutional debate; Bill of Rights; and 13th, 14th, 15th, and 19th Amendments.

An additional feature, located within the majority of the individual sections is a "For Educators" button. This button opens a list of lesson plans and their respective Virginia standards. Only the 15th and 19th Amendment portions of the site lack this option.

A laudable fact about this website is that it provides unpleasant sources (such as a photo of an Alexandria slave pen) as well as copies of major government documents. These sources are useful for showing precisely what facts of historical life various political decisions and amendments were created to change.

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 Anonymous (not verified) Mon, 04/14/2008 - 11:31
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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.