Saturday, April 16, 2005

History Matters

History Matters. Designed for high school and college teachers of U.S. History courses. This site serves as a gateway to Web resources and offers useful materials for teaching U.S. history.

From the site:

Welcome to History Matters, a project of the American Social History Project/Center for Media and Learning of the City University of New York and the Center for History and New Media at George Mason University with funding from the National Endowment for the Humanities, the W.K. Kellogg Foundation, and the Rockefeller Foundation. For contact information, and to find out more about the people behind the site, visit the About Us page.

Designed for high school and college teachers of U.S. History survey courses, this site serves as a gateway to Web resources and offers unique teaching materials, first-person primary documents and threaded discussions on teaching U.S. history.

We emphasize materials that focus on the lives of ordinary Americans and actively involve students in analyzing and interpreting evidence. We welcome your participation in expanding and improving the site.

Friday, April 15, 2005

History of Cote d'Ivoire

History of Cote d'Ivoire. This is a brief overview to the history of the African nation more commonly known as the Ivory Coast.

From the site:

The early history of Cote d'Ivoire is virtually unknown, although it is thought that a Neolithic culture existed. France made its initial contact with Cote d'Ivoire in 1637, when missionaries landed at Assignee near the Gold Coast (now Ghana) border. Early contacts were limited to a few missionaries because of the inhospitable coastline and settlers' fear of the inhabitants.

In the 18th century, the country was invaded from present-day Ghana by two related Akan groups--the Agnis, who occupied the southeast, and the Baoules, who settled in the central section. In 1843-44, Admiral Bouet-Williaumez signed treaties with the kings of the Grand Bassam and Assinie regions, placing their territories under a French protectorate. French explorers, missionaries, trading companies, and soldiers gradually extended the area under French control inland from the lagoon region. However, complete pacification was not accomplished until 1915.

Thursday, April 14, 2005

Maps of World War Two

Maps of World War Two. A history of the Second World War through maps. Includes critical battles, and campaigns such as Dunkirk, Barbarossa, Stalingrad, Kursk, D-Day, Normandy, Berlin, and others.

From the site:

Maps of World War II provides an overview of WWII through a collection of maps that present the battles and campaigns fought in the various theatres of war. The material is organized by theatre, in roughly chronological order. Most of these maps present operational level information. This is a general or admiral's point-of-view and should be treated as such. A single arrow represents the movement of thousands of men and tonnes of equipment. Topographical information is less relevant at this level and the maps included here do not generally provide such detail. This selection of maps gives the student of military history an appreciation of the operational situation at various significant moments in the conflict.

Wednesday, April 13, 2005

Teaching the Responsibilities of Citizenship

Teaching the Responsibilities of Citizenship. This is an ERIC Digest from 1991. While not geared specifically towards history, it does have good ideas for teaching about citizenship in the USA. And a good knowledge base of history is a definite need for anyone who is going to become a good citizen.

From the site:

Education for citizenship in a constitutional democracy has been a long-standing goal of schools in the United States. To achieve this goal, students must learn their civil rights and responsibilities in a free society. This ERIC Digest discusses (1) the importance of teaching about the responsibilities of citizenship, (2) deficiencies in learning about responsible citizenship, (3) how to improve learning about responsible citizenship at home, (4) how to improve learning about responsible citizenship at school, and (5) where to obtain information and materials about how to teach responsible citizenship.

WHY SHOULD WE TEACH THE RESPONSIBILITIES OF CITIZENSHIP?

Civil rights and liberties, claims based on law, are enforceable through the judicial system (e.g., the individual's right to freely express public policy preferences, to vote in a public election, or to have a trial by jury). By contrast, responsibilities of citizenship are obligations to contribute to the common good by performing duties to benefit the community (e.g., the individual's responsibility to become informed about public policies, to vote in public elections, or to serve willingly as a juror).

The preservation of civil rights and liberties is linked to performance of responsibilities. For example, the right of political participation means little when most citizens fail to exercise it. Furthermore, the right to free expression of political ideas is diminished when individuals do not gain knowledge about government. Responsibilities of citizenship--such as voluntary service to the community, participation in the political system, acquisition of knowledge about civic life, and public commitment to the values of constitutional democracy (e.g., liberty, justice, and the rule of law)--are essential to the health of a free society.

Tuesday, April 12, 2005

Encyclopedia of 1848 Revolutions

Encyclopedia of 1848 Revolutions. Articles about the people and ideas motivating the 1848 European revolutions. Most articles have bibliographies.

From the site:

The 1848 Revolutions challenge the maxim that winners write history. But the very concept of "vi ctors" is misleading. The Parisian February revolution of 1848 was a victory of harmonious reconciliation between high and low. Roman Catholic clergymen and lay who broke into the king's Tuileries gathered in the chapel to sanctify the new republic. A great number of artists depicted the historic moment of historic accord.

Since World War I, generations of national historians in the successor states to Austria-Hungary have vilified the Austrian chancellor of 1849, Schwarzenberg, as a national enemy. In response to the critics, a laudatory biography history of Prince Felix von Schwarzenberg characterized him as Austria's savior. However the aftermath of collapse of the iron curtain changed matters: a close friend and adviser to Vaclav Havel in Prague was a contemporary noble Schwarzenberg. The transformation from nemesis to hero was not merely in Prague. A new phalanx of central Europeans who had condemned Felix von Schwarzenberg's villainy in 1849, now a century and a half later regret his dereliction of "just" national claims that might have prevented Austria-Hungary's collapse into 20th century bitterness. This is a warning that historical judgment is always provisional and extremely controversial. Even in the short run any neat categorization into "winners" and "losers" is no more than provisional, because all historical verdicts are in a state of constant flux. Historical suppositions are kaleidoscopic. The passage of time shifts all perspectives and the entire picture muta tes. As new rulers replace those holding power, they also displace the old winners, transforming all perceptions.

When we began this project in 1986, we dealt with a powerful group who claimed to interpret historical truth for the "people." The historians assumed that the "people" whom they exemplified were the real victors of 1848. The governmentally employed advocates of approved historical truth professed to speak for the masses. As a consequence of 20th century wars, power h ad shifted in a number of successor states to displace the autocratic 19th century "victors" of Russia, Prussia and Austria. The new officially sanctioned history, claiming to interpret an active participant in the 1848 revolutions, Karl Marx, caricatured objectivity in large parts of Europe. Walter Ulbricht, the former leader of East Germany, for years ridiculed historical veracity by maintaining that had three professions: worker, politician, and historian. Following Stalin's example, Ulbricht's name embellished a multi-volume history of the German worker movement, and his speeches cluttered East Germany's scholarly historical journal in a cruel betrayal of professional standards. Ulbricht's blatant mockery of objective history was swept away by the 1989 revolutions. Yet the historical turning point of 1989, although the most dynamic, was only the latest of many historical metamorphoses dating back to the revolutionary era itself. And the only constant is ambiguity, because success and failure always depend on fleeting and momentary perceptions. Continually, the verdict of history mutates with contemporary events as we reconsider the accomplishments of what we perceive as history's "winners." Yet, although any verdict is ambiguous, provisional, and highly colored by ideology and national bias, a few features stand out.

Monday, April 11, 2005

History of Falkland Islands

History of Falkland Islands. This is a short history to the still disputed British territory of the Falkland Islands. Or, as Argentina calls it, the "Islas Malvinas."

From the site:

The Falkland Islands were first seen by Davis in the year 1592 and Sir Richard Hawkins sailed along their north shore in 1594. The claims of Amerigo Vespucci to a previous discovery are doubtful. In 1598 Sebald de Wert, a Dutchman, visited them, and called them the Sebald Islands, a name which they bear on some Dutch maps. Captain Strong sailed through between the two principal islands in 1690, landed upon one of them, and called the passage Falkland Sound, and from this the group afterwards took its English name.

In 1764, the French explorer De Bougainville took possession of the islands on behalf of his country, and established a colony at Port Louis on Berkeley Sound. But in 1767 France ceded the islands to Spain, De Bougainville being employed as intermediary. Meanwhile in 1765 Commodore Byron had taken possession on the part of England on the ground of prior discovery, and had formed a settlement at Port Egmont on the small island of Saunders. The Spanish and English settlers remained in ignorance, real or assumed, of each other's presence until 1769-1770, when Byron's action was nearly the cause of a war between England and Spain, both countries having armed fleets to contest the barren sovereignty. In 1771, however, Spain yielded the islands to Great Britain by convention.

As they had not been actually colonized by England, the republic of Buenos Aires claimed the group in 1820, and subsequently entered into a dispute with the United States of America concerning the rights to the products of these islands. On the representations of Great Britain the Buenos Aireans withdrew, and the British flag was once more hoisted at Port Louis in 1833, and since that time the Falkland Islands have been a regular British colony.

Sunday, April 10, 2005

Suda On Line: Byzantine Lexicography

Suda On Line: Byzantine Lexicography. Suda is a 10th century massive byzantine encyclopedia , one of the first of the kind. The aim of the Suda on Line project is the translation and annotation of this work as well as the enrichment of the suda content with traditional as well as electronic resources relevant to this work.

From the site:

The Suda is a massive 10th century Byzantine Greek historical encyclopedia of the ancient Mediterranean world, derived from the scholia to critical editions of canonical works and from compilations by yet earlier authors. The purpose of the Suda On Line is to open up this stronghold of information by means of a freely accessible, keyword-searchable, XML-encoded database with translations, annotations, bibliography, and automatically generated links to a number of other important electronic resources. We believe that greater accessibility of this material should facilitate a good variety of new research.