Friday, June 04, 2004

"Charcoal" Williams - Gold in Australia

"Charcoal" Williams - Gold in Australia" From Wales at the end of the 18th Century, the story follows "Charcoal" Williams and other free settlers, Irish political prisoners and convicts to New South Wales.

From the site:

The story starts when "Charcoal" Williams is born in Wales at the end of the 18th Century. It follows him, other free settlers, political prisoners and convicts to the young New South Wales Colony. They become prospectors, miners, farmers, graziers and more and open the wilderness. Their families intertwine and help build the fabric of today's Australia.

Herbert Hoover

Herbert Hoover This is a biography of American President Herbert Hoover.

From the site:

Herbert Clark Hoover (August 10 , 1874 - October 20 , 1964) was the 31st ( 1929 - 1933 ) President of the United States .

Hoover was born into a Quaker family in West Branch , Iowa , but after his parents' deaths lived in Newberg, Oregon .

In the summer of 1885 eleven-year-old Bert Hoover boarded a Union Pacific train headed west to Oregon. Sewn into his clothes were two dimes; he also carried a hamper of his Aunt Hannah's homemade delicacies. Waiting for him on the other end of the continent was his Uncle John Minthorn, a doctor and school superintendent whom Hoover recalled as "a severe man on the surface, but like all Quakers kindly at the bottom."

Hoover's six years in Oregon taught him self-reliance. "My boyhood ambition was to be able to earn my own living, without the help of anybody, anywhere." As an office boy in his uncle's Oregon Land Company he mastered bookkeeping and typing, while attending business school in the evening. Thanks to a local schoolteacher, Miss Jane Gray, the boy's eyes were opened to the novels of Charles Dickens and Sir Walter Scott. "David Copperfield," the story of another orphan cast into the world to live by his wits, would remain a lifelong favorite.

Education

In the fall of 1891 Hoover entered the new Leland Stanford Junior University at Palo Alto, California . Cutting a wider swath outside the classroom than in, Hoover managed the baseball and football teams, started a laundry and ran a lecture agency. Teaming up with other poor boys against campus swells, the reluctant candidate was elected student body treasurer on the "Barbarian" slate, then wiped out a student-government debt of $2,000.

Wednesday, June 02, 2004

The Seneca Falls Convention: Teaching about the Rights of Women and the Heritage of the Declaration of Independence

The Seneca Falls Convention: Teaching about the Rights of Women and the Heritage of the Declaration of Independence. This is an article which details the famous feminist Seneca Falls Convention in the 1840s. It alos has ideas for teaching about the whole event in schools.

From the site:

Different groups at different times have turned to founding documents of the United States to meet their needs and to declare their entitlement to the promises of the Revolution of 1776. At Seneca Falls, New York in the summer of 1848, a group of American men and women met to discuss the legal limitations imposed on women during this period. Their consciousness of those limitations had been raised by their participation in the anti-slavery movement; eventually they used the language and structure of the Declaration of Independence to stake their claim to the rights they felt women were entitled to as American citizens. This Digest places the events of the Seneca Falls Convention within the larger context of American reform movements of the 1840s, discusses the influence of the Declaration of Independence on the Convention, and provides teachers and students with a sampling of social studies curriculum resources such as primary source documents, books, articles, and lesson plans available through local libraries or the World Wide Web.

BACKGROUND OF THE SENECA FALLS CONVENTION.

America in the 1840s was in the throes of cultural and economic change. In the years since the Revolution and the Constitutional Convention, the nation's geographic boundaries and population had more than doubled, the population had shifted significantly westward, and many Americans' daily lives had drifted away from Jefferson's vision of a nation composed of independent farmers. Instead, farmers, artisans, and manufacturers existed in a world built around cash crops, manufactured goods, banks, and distant markets. Historians generally refer to this shift from production for a local economy based on a series of shared relationships to production for a distant, unknown market as the Market Revolution. Not all Americans welcomed these changes, which often left them feeling isolated and cut off from traditional sources of community and comfort.

In an effort to regain a sense of community and control over their nation's future, Americans, especially women, formed and joined reform societies. Inspired by the message of the Second Great Awakening (a religious movement that emphasized man's potential and forgiveness of sin) and the Transcendentalist message of man's innate goodness, reformers joined together in organizations aimed at improving life in America. These groups attacked what they perceived as the various wrongs in their society, including the lack of free public school education for both boys and girls, the inhumane treatment of mentally ill patients and criminals, the evil of slavery, the widespread use of alcohol, and the "rights and wrongs" of American women's legal position. The Seneca Falls Convention is a part of this larger period of social reform movements, a time when concern about the rights of various groups percolated to the surface.

Monday, May 31, 2004

Online Reference Book for Medieval Studies

Online Reference Book for Medieval Studies An academic site, written and maintained by medieval scholars for the benefit of their fellow instructors and serious students. Authors are held to high standards of accuracy, currency, and relevance to the field of medieval studies.

From the site:

It is our goal in this section to make available online texts that have been written by experienced medievalists and tested both in the classroom and on the internet. Because medievalists are often assigned to teach courses at both ends of their chronological period, we have expanded our coverage in this section to include western survey courses and the period of Renaissance and Reformation. All texts are subject to our usual copyright restrictions: they may be reproduced for classroom use only.