The History Box

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Photo, Pushcart peddler in Lower East Side, NY, early 1900s, The History Box
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A gateway and an archive of numerous articles on New York history, this site "focuses a particularly long lens on the early history of political and economic events, panics, riots and other related matters affecting or contributing to New York City's development and growth." Its main feature is the New York state and New York City directories. (The U.S. directory is currently unavailable.) The New York state directory offers more than 700 links and more than 60 articles organized under 21 topics that include the arts, cities and counties, ethnic groups, military, societies and associations, transportation, women and their professions, and worship.

The New York City directory offers more than 5,200 links and more than 700 articles organized under 58 topics that include architecture, the arts, business matters, city government, clubs and societies, crime and punishment, education, ethnic groups, 5th Avenue, Harlem, immigration, New York City panics, real estate, temperance and prohibition, and Wall Street. The visitor can search the entire site or each directory by keyword. This site is a good starting point for researching the history of New York. It should also be useful for literary scholars, writers, and historical societies.

Gold Rush!

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Painting, Sunday Morning in the Mines, Charles Nahl
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In commemoration of the 1848 California Gold Rush, the Oakland Museum opened a series of exhibitions and created this online companion site. Sponsored by Kaiser Permanente, this virtual tour of the museum's exhibition offers an extensive (roughly 5,000-word) narrative of the Gold Rush and its history, illustrated with over 50 images of posters, photographs, artifacts, and art related to the Gold Rush. Three audio narratives discuss details of the discovery of gold and the resulting massive westward migration. Also included on the site are 28 images of artwork and 22 photographs of related subjects.

Site visitors can explore the experiences of Chinese, Latino/Californio, Native American, and African American peoples who participated in the Rush. Links to three curriculum sites and sample curriculum materials are available for grades 4, 5, 8, and 11; five curriculum units and 18 lesson plans can be purchased from the museum. The site is ideal for researching California history and westward expansion.

Columbia River Basin Ethnic History Archive

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Photo, Leah Hing, ca. 1934, Pilot and WWII instrument mechanic, c. 1934, WSU
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This site offers a large archive of selected documents, reports, records, maps, photographs, newspapers, artifacts, and oral history interviews. Items are searchable by ethnic group, keyword, archive, type of material, date, or subject. Brief historical overviews and bibliographies for each ethnic group profiled are also available in the archive section. Another section has lessons plans for teachers on African Americans, immigration and settlement, migration, and ethnic culture and identity, 1850-1950. It also offers tutorials on using the archive, using history databases on the web, interpreting photographs, interpreting documents, and interpreting oral history. Historical overviews are provided on the various ethnic groups that settled the Columbia River Basin.

A discussion forum offers a place to talk about discoveries in the archive or questions. Topics currently include ethnic groups, ethnicity and race, work and labor, immigration and migration, family life, religion, social conditions, discrimination, and civil rights. A very useful site for researching or teaching the social and cultural history of the Columbia River Basin.

U.S. Coast Guard

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The United States Coast Guard, one of the five U.S. military branches, protects the environment and U.S. citizens, economic interests, and security in the world's oceans and bodies of inland water. Specific duties include rescue operations and maritime law.

The Coast Guard's home on the web is certainly not the easiest to navigate of the Armed Forces sites. However, it does contain a noteworthy amount of content which could be put to use in the classroom, particularly background information for teachers or for student reports.

Items worth your attention include a Coast Guard blog with posts on the organization's history; a list of Coast Guard historical events, organized by day of the year; overall and regional history overviews, most in the form of PowerPoint presentations or articles; and histories of Coast Guard assets, missions, and personnel, including women and minorities.

Primary sources are also available in abundance. These include oral histories divided by theme and military engagement, back issues of official magazines, a selection of documents dating from 1791 through the late 20th century, and galleries of historic photographs. The photographs can be compared to recent images and artworks located within the Coast Guard multimedia gallery. Of the magazines, the majority offer back issues from the 2000s. However, The Reservist offers issues dating as far back as the 1950s.

If you are looking specifically for children's activities, check out "Just for Kids (and Teachers!)", which offers coloring books, information on animal mascots adopted by various Coast Guard units, teacher's guides for lighthouse and Coast Guard history, and images of lighthouses. You may also want to peruse the suggested reading list for even more in depth preparation.

Another item worth your attention is a page devoted to U.S. revenue cutters during the War of 1812. On this page, you can find paintings, ship's plans, and illustrations of the cutters and their personnel; histories of individual cutters, Captain Frederick Lee, and prisoners of war; brief overviews of the role played by the cutters; and a bibliography to assist further research.

Finally, if you want to get the kids out of the classroom and you are in the Connecticut area, you could try the U.S. Coast Guard Museum. Not in New England? Try the artifact finder to pinpoint museums in your state with Coastie artifacts.

Kennedy and Castro: The Secret History

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Advertisement, Kennedy and Castro: The Secret History, Discovery Times Channel
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This site focuses on an abrupt change in U.S. policy toward Cuba in 1963. The site includes an audio file of a conversation (3.5 minutes) between Kennedy and his national Security Advisor, McGeorge Bundy, that took place 17 days before Kennedy was assassinated. Kennedy and Bundy discussed taking a softer approach toward Fidel Castro and Cuba, and Kennedy agreed to have secret talks with Castro under the right circumstances. Castro claimed to be open to the idea as well.

The site includes several other supporting items, including eight recently declassified top-secret documents and memoranda supporting and setting up talks between Kennedy and Castro.

The documents indicate that Kennedy saw little advantage in continuing the hard line stance of the U.S. against Castro and Cuba, and believed that a softer approach held strategic value in normalizing relations between the two countries. The papers make it equally clear that Kennedy's successor, Lyndon Johnson, retracted Kennedy's offer.

This site offers three CIA briefing papers and a transcript of a message from Castro to Kennedy. A mini-scorecard allows visitors to track the key figures in the talks. This site allows researchers, students, and teachers access to previously unavailable material, and would be a useful resource for Cold War studies.

Nixon Tapes

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Photo, "White House wedding. Pres. Nixon," Warren K. Leffler, June 12, 1971
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This collection offers 32 transcripts and a dozen audio excerpts, all recently declassified, of conversations between former U.S. President Richard Nixon and the former president of Mexico, Luis Echeverria Alvarez. The audio files come close to 170 hours of conversation between the two leaders. Both men were involved in secret operations at the time of the conversations (Nixon was involved in the Cambodia bombings, while Echeverria was fighting a "Dirty War" against political opponents in Mexico), although only Nixon knew the conversations were being recorded. The two presidents often mused about geopolitics and only occasionally discussed the most-frequently debated issues between the two nations (such as drugs or trade). Although the tapes are available in other archives, the focus of the site makes it useful in exploring the relationship between Nixon and Echeverria.

Why Did President Polk Want War with Mexico?

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Reading the News from Mexico
Question

Can anyone please tell me what were President James K. Polk's motivations about the war with Mexico? What were his views on the war as opposed to the general American public view in the 1840s?

Answer

George Bancroft, Secretary of the Navy under Polk, recalled many years later that Polk had announced in 1845 near the beginning of his presidency that the acquisition of California was one of "four great measures" he hoped to accomplish while in office. Historian Sam W. Haynes has identified Polk as a "fitting representative" of the "expansionist impulse" known as Manifest Destiny. As a condition of the Treaty of Guadalupe Hidalgo, which ended the Mexican War, the government of Mexico ceded to the U.S. a vast amount of territory that included the present state of California.

Manifest Destiny

The term Manifest Destiny appeared in print for the first time a few months following Polk's inauguration in an editorial published in the Jacksonian United States Magazine and Democratic Review calling for an end to political strife regarding the recent vote in Congress over the annexation of Texas, a hotly contested issue that figured prominently in the election Polk won. The author of the piece, the journal's editor, John L. O'Sullivan, pointed out that England and France had interfered with the process of annexation "for the avowed object of thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions." In a diary entry recorded later in 1845, Polk, a Jacksonian Democrat, identified this view with that of the general public, writing that "the people of the United States would not willingly permit California to pass into the possession of any new colony planted by Great Britain or any foreign monarchy."

Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire.

Haynes writes, "In 1845, for both President Polk and the public at large, Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire." In addition to reflecting anxieties over European nations controlling parts of the American West, Manifest Destiny, as interpreted in the works of numerous historians, expressed a number of other diverse fears, beliefs, visions, goals, and interests of divergent segments of the population. Surveying the work of a number of scholars, John C. Pinheiro states in a recent book that while one prominent historian of Manifest Destiny, Frederick Merk, identified "a belief in a religious-like republican mission as the primary motivation for American expansion," others have posited that many Americans imbued with the spirit of Manifest Destiny "desired only to ensure freedom for themselves or to encourage the United States's development as a white, Anglo-Saxon, and Protestant republic." Some historians have argued that desires for specific diplomatic and economic outcomes were the prime motivations for Manifest Destiny, while others have emphasized racism, anti-Catholicism, and Jacksonian doctrines derived from Jeffersonian principles as dominant factors.

Many historians agree that the doctrine spread quickly, especially throughout the North and West, through the institution of the penny press, which had begun to proliferate during the previous decade. Some historians, however, have objected to the use of such a vaguely defined term to adequately characterize U.S. expansionism during this period.

Public Opposition to the War

While the public's fear of foreign involvements in continental North America may have concurred with Polk's agenda, the war he fought against Mexico that began in May 1846 and concluded in February 1848 sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support. Following the annexation of Texas, the Mexican government had severed diplomatic relations with the U.S. Polk subsequently sent an envoy, former Louisiana congressman John Slidell, to Mexico to try to resolve disputes over the Texas boundary and over damages that the Mexican government owed to U.S. citizens but could not pay. Polk instructed Slidell to make an offer that the U.S. would pay off Mexico's debt in order to acquire "Upper California and New Mexico" and would spend as much as $40 million to purchase the land.

. . . the war he fought against Mexico . . . sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support.

Concurrently, the administration-controlled newspaper, the Washington Union, stated that resistance by Mexico would result in an invasion and occupation by U.S. troops. When Mexico refused to sell, Polk began to prepare a declaration of war, but before its completion he learned that Mexican forces had killed or wounded 16 U.S. soldiers in the disputed territory. On May 11, 1846, Polk presented a special message to Congress announcing that "war exists" between the two countries because the Mexican government has "at last invaded our territory and shed the blood of our fellow-citizens on our own soil."

Although the next day Congress passed a war resolution by overwhelming margins in both the House and Senate to the delight of many Americans clamoring for war, adverse reaction to Polk's war message quickly was expressed in Congress and the press. Many Whigs, deeming the conflict "Mr. Polk's War," charged that the president and members of his party in Congress had employed stampede tactics to ensure the resolution's passage and to foment public hysteria. Polk, they contended, had provoked the Mexicans to attack in order to start a war against a weak neighbor so that the U.S. could acquire with relative ease the desired western territory. Radical members of the Whig party stated that Polk's primary goal in instigating war was to expand slavery in order to increase the political power of slaveholding states. The Massachusetts legislation passed resolutions charging that the war "was unconstitutionally commenced by the order of the President . . . with the triple object of extending slavery, of strengthening the slave power, and of obtaining the control of the Free States."

Historians disagree about the extent of public opposition to the war.

Democratic Senator John C. Calhoun, while abstaining from the vote on the war resolution, vehemently objected to stampede tactics and argued for "dispassionate consideration" to be given to the issue of war. In addition to the attacks on Polk by politicians and members of the press, antiwar sentiments were expressed by the American Peace Society, the American Anti-Slavery Society, and by literary and religious figures such as James Russell Lowell, Henry David Thoreau, Ralph Waldo Emerson, William Ellery Channing, Theodore Parker, and Wendell Phillips.

As fighting intensified, calls for U.S. forces to capture all of Mexico increased in the penny presses of the urban Northeast and in Illinois, but by the time the Treaty of Guadalupe Hidalgo was ratified, Frederick Merk has written, "the nation was utterly weary of the war." Merk argues that had there been less dissent during the course of the war, more Mexican territory would have been acquired. In a recent article, however, Piero Gleijeses criticizes historians for failing to examine the relative lack of dissent during the period leading up to war. He posits that a broad consensus existed for acquiring land from Mexico, but contends that the fierce opposition to Polk following the war resolution derived from the belief that the desired land could have been easily acquired without going to war.

Bibliography

Charles Sellers, James K. Polk, Constitutionalist, 1843-1846 (Princeton: Princeton University Press, 1966), 213, 416-421.

Sam W. Haynes, James K. Polk and the Expansionist Impulse, 3d ed. (New York: Pearson Longman, 2006), 114.

[John L. O’Sullivan], "Annexation," United States Magazine and Democratic Review, July-August 1845, 5.

Thomas R. Hietala, Manifest Design: Anxious Aggrandizement in Late Jacksonian America (Ithaca: Cornell University Press, 1985), 84.

John C. Pinheiro, Manifest Ambition: James K. Polk and Civil-Military Relations during the Mexican War (Westport, Conn.: Praeger Security International, 2007), 151.

Frederick Merk, with the collaboration of Lois Bannister Merk, Manifest Destiny and Mission in American History: A Reinterpretation (New York: Knopf, 1963).

Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism (Cambridge, Mass.: Harvard University Press, 1981).

Norman A. Graebner, Empire of the Pacific: A Study in American Continental Expansion (New York: Ronald Press, 1955).

Sean Wilentz, The Rise of American Democracy: Jefferson to Lincoln (New York: W. W. Norton, 2005), 577-586.

"James Polk's Request to Congress," 11 May 1846, http://xroads.virginia.edu/~CAP/smithson/declarwar.html (accessed 4 May 2009).

John H. Schroeder, Mr. Polk's War: American Opposition and Dissent, 1846-1848 (Madison: University of Wisconsin Press, 1973).

Frederick Merk, "Dissent in the Mexican War," in Samuel Eliot Morison, Frederick Merk, and Frank Freidel, Dissent in Three American Wars (Cambridge, Mass.: Harvard University Press, 1970), 33-64.

Piero Gleijeses, "A Brush with Mexico," Diplomatic History 29 (April 2005): 223-254.

David M. Pletcher, The Diplomacy of Annexation: Texas, Oregon, and the Mexican War (Columbia, Mo.: University of Missouri Press, 1973).

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Detail of engraving made from R.C. Woodville's painting, "Mexican news," ca. 1851, Prints and Photographs Division, Library of Congress.

Detail of daguerreotype, "James K. Polk," Prints and Photographs Division, Library of Congress.

Experiencing War: Stories from the Veterans History Project

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Logo, Veterans History Project
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This collection presents video and audio oral histories and additional material from American veterans of 20th-century wars. Materials include memoirs (some lengthy), letters, diaries, photo albums, scrapbooks, poetry, artwork, and official documents. The website currently provides digital materials from 4,351 veterans from World War I, World War II, the Korean War, the Vietnam War, the Persian Gulf War, Afghanistan and the Iraq War, and other similar events. The 226 video interviews range from 25 minutes to two hours in length.

The material presented is part of a rapidly growing archive, the Veterans History Project, created by Congress in 2000 to collect stories from the 19 million living veterans. Other sections highlight World War I; World War II's forgotten theaters in China, Burma, and India; and 37 other unique war experiences.

StoryCorps

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Photo, Bob Heft, Designer of  the 50 star flag, StoryCorps
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StoryCorps is a nonprofit organization dedicated to collecting and preserving the stories of people across the U.S. Founded in 2003, it has collected more than 15,000 stories from people in all walks of life—immigrants, veterans, those that suffer from debilitating diseases, lovers, September 11th survivors, and many more. Each recorded conversation includes two or three people, often grandchildren interviewing grandparents, old friends interviewing each other, or children remembering their parents. Clips, usually between two and five minutes, from hundreds of these stories are available.

The clips are keyword searchable and browseable by category: Angels & Mentors, Discovery, Friendship, Griot, Growing Up, Hurricane Katrina, Identity, Romance, September 11, Struggle, Witness, Wisdom, and Work. Many people discuss their involvement in World War II or the Vietnam War, and many more talk about how they met their spouses or coped with segregation. Always thought-provoking, and often moving, these clips can expose the more human side of major 20th-century events.

U.S. Army

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The U.S. Army provides forces for national defense and the protection of national resources, as well as the support of civil authorities and the logistics of other military branches, as needed.

Although the Army website appears to favor current events and media, it does provide a number of historical resources. Primary sources available include veteran oral histories, army regulations, and photographs dating from the late 19th-century through present. Historical photographs can be compared to recent images, within the Army's main media gallery.

Other resources provided include archives of Soldier magazine from 2001 through present; an artifact of the month feature; full texts and excerpts on military history, divided by time period; artworks, including posters which appear to have been created for the classroom; and a wide variety of multimedia presentations. Presentation topics include the Battle of Gettysburg; the centennial of Army aviation; D-Day; Operation Arkansas; occupied Japan; and separate features for African Americans, Native Americans, Asian and Pacific Americans, Hispanic Americans, and women in the Army.

If you wish to take your class on a field trip, the website provides a list of Army museums.