Friday, April 09, 2004


THE AMAZING ANCIENT WORLD OF WESTERN CIVILIZATION Historian attempts to weave various ancient civilizations together in one narrative. Includes access to web rings and bibliographies.

From the site:

What is the Ancient World? Greece, Rome, Egypt, Mesopotamia, Babylon, Sumer, Nubia, Persia, Byzantium, Turkey? Or is it Assyrians, Chaldeans, Hebrews, Hittites, Akkadians, Etruscans, Minoans? Is it Alexander, Plato, Virgil, Socrates, Hammurabi, Aristotle, Nefertiti, the Pharaohs, Emperors, Caesar, Cleopatra, Sargon, Akhenaton, the Black Athena, Homer? Or is it the dinosaurs, Stonehenge, hunters, slaves, women, rulers, soldiers, or the Iliad, the Aeneid, the Odyssey, the Olympics? Is it found in the ruins, temples, forums, pyramids or in the remnants of ordinary life? Explore through this Web Book and the Online College Course.

Ancient Civilization did not begin in what we think of as the West. It did not start in Paris or Berlin or London or Prague or Brussels or Stockholm. It grew out of the Mediterranean breezes, the sun and desert of Northern Africa, the Persian and West Asian lands. To study Ancient Civilization is to travel - across parts of Africa, southern Europe, the Middle East, and Asia to India. It is a linking voyage, not a reducing trip. It CONNECTS peoples, ideas, patterns, developments, organizations, wars, religions, art, architecture, food and drink. It is a human endeavor about a human story.

I am an historian, not a classicist. And historians and classicists are not the same. They focus and work differently. But the challenge of it all is that understanding can only come by standing on the mountain and looking at the parts in the whole. An historian of this time (from the beginning of time through Egypt, Greece, to the fall of Rome) must be willing and eager to reach out and know that all knowledge is important. I built this Ancient Civilization arena for people - for students, faculty, and ordinary folks who think it is fascinating and can be just plain fun. Just like our lives, in this Arena there is much seriousness but also much joy and animation.

Wednesday, April 07, 2004

Lyndon Johnson (LBJ)

Lyndon Johnson (LBJ) This is a biography of American president Lyndon Johnson (LBJ).

From the site:

Lyndon Baines Johnson ( August 27 , 1908 – January 22 , 1973), often referred to as LBJ , was the thirty-sixth ( 1961 - 1963 ) Vice President and the thirty-seventh ( 1963 - 1969 ) President of the United States , succeeding to the office after the assassination of John F. Kennedy .

Lyndon Baines Johnson was born in Stonewall, Texas , on August 27 , 1908 . His parents owned a farm in a poor area and they could not provide their son with many advantages. He attended public schools throughout his childhood and graduated from Johnson City High School in 1924 .

In 1927 Johnson enrolled in Southwest Texas State Teachers College . Even though he participated in debate and campus politics , edited the school newspaper , and spent a year away from his studies teaching school, Johnson somehow managed to graduate in only 312 days.

Soon after he graduated from college, Johnson taught public speaking and debate in a Houston high school . However, he soon quit his job teaching and went into the field of politics. Johnson's father had served five terms in the Texas legislature and was a close friend to one of Texas's rising political figures, Congressman Sam Rayburn . In 1931 Lyndon campaigned for Richard M. Kleberg and was later rewarded for his work in the campaign with an appointment to be the newly elected congressman's secretary.

Monday, April 05, 2004

Labor Studies in the Curriculum.

Labor Studies in the Curriculum. This article shows why it is important to remember and teach the history of labor in classrooms.

From the site:

The field of labor studies is often overlooked or underemphasized in the curricula of elementary and secondary schools. Coverage tends to be spotty and disjointed, isolated information in a curriculum that stresses "more important" topics. Most students, however, will spend much of their lives as workers. They need to know the contributions of labor in the building of the nation and its economic system. Furthermore, examination of the history of labor in the United States helps students to understand current events. In this decade, for example, strikes at PATCO, Hormel in Minnesota, Anaconda in Arizona, and Eastern Airlines have made newspaper headlines. These events are understandable only as elements in the history of working people in the United States.

This ERIC Digest examines (1) major themes of labor studies, (2) inclusion of these themes in the curriculum, (3) likely positive outcomes of labor studies in the curriculum, and (4) available resources for teachers and students.

WHAT ARE THE MAJOR THEMES OF LABOR STUDIES? In most United States history textbooks, labor unions and workers are treated superficially. Usually certain events are mentioned in the rise of organized labor (e.g., the Homestead, Pennsylvania strike of 1892 against Carnegie Steel; the Pullman Strike in Chicago in 1894; the Ludlow, Colorado massacre of strikers by militia in the Rockefeller-owned coal mines in 1914). These historical events can be expanded upon to include labor conditions that led to the rise of unions.

The influence of immigration in the rise of unions should be emphasized since many of the newly-arrived immigrants came from countries in Europe with a high-degree of craft/guild involvement. Stories of the contributions to the labor movement of various immigrant groups can enrich and enliven the history curriculum.