THE HISTORY HIGHWAY THE HISTORY HIGHWAY A 21st Century Guide to Internet Resources Fourth Edition Edited by Dennis A. Trinkle and Scott A. Merriman M.E.Sharpe Armonk, New York London, England Copyright © 2006 by M.E. Sharpe, Inc. All rights reserved. No part of this book may be reproduced in any form without written permission from the publisher, M.E. Sharpe, Inc., 80 Business Park Drive, Armonk, New York 10504. Library of Congress Cataloging-in-Publication Data The history highway : a 21st-century guide to Internet resources / [edited by] Dennis A. Trinkle and Scott A. Merriman.— 4th ed. p. cm. Rev. ed. of: The history highway 3.0. 3rd ed. c2002. Includes bibliographical references and index. ISBN 0-7656-1630-0 (cloth : alk. paper) 1. History—Computer network resources. 2. Internet. 3. History—Research— Methodology. 4. History—Computer-assisted instruction. I. Title: The history highway. II. Trinkle, Dennis A., 1968– III. Merriman, Scott A., 1968– IV. History highway 3.0 D16.117.A14 2006 025.06’90983—dc22 2005033335 Printed in the United States of America The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences Permanence of Paper for Printed Library Materials, ANSI Z 39.48-1984. ~ BM (c)10987654321 In honor of the next generation, Caroline Bradshaw Merriman and John Thomas Trinkle, and the one before, especially Gayle Trinkle Contents Acknowledgments xi Introduction xiii Part I. Getting Started 1 1. The Basics 3 History of the Internet 3 Uses of the Internet 5 Sending and Receiving E-Mail 5 E-mail Addresses 5 E-mail Security 12 Reading and Posting Messages on Newsgroups 13 Reading and Posting Messages on Discussion Lists 14 Word of Warning About Discussion Lists 15 Blogging 15 Logging Onto a Remote Computer With Telnet 16 Transferring Files With File Transfer Protocol (FTP) 16 Browsing the World Wide Web 17 2. Signing On 19 Getting on the Internet 19 Hardware 20 Software 20 Web Browsers and E-mail programs 21 Netiquette and Copyright 22 General Netiquette 22 Rules for Newsgroups and Discussion Lists and Blog Posts 23 Copyright 23 Evaluating Online Resources: Tools, Tips, and Terms 24 The Web Today 24 Information Literacy and Peer Review 25 The Democratization of Information 27 Evaluating Web Sites: What to Look For 27 The Questions 28 Bringing It All Together 33 Searching the Web 33 When in Doubt. ASK! 34 Part II. Internet Sites for Historians 35 3. Futuring Methods, Practitioners and Organizations 37 4. Future Issues 44 5. General History 60 6. Ancient History 65 7. Medieval History 78 8. Renaissance and Reformation History 95 9. African History 104 10. Middle Eastern History 117 11. Asian History 126 12. Australian and New Zealand History 136 13. Canadian History 146 14. Latin and South American History 151 15. European History 163 General European History 163 British History 165 Eastern European and Russian History 176 Eastern Europe 201 French History 207 German History 214 Irish History 226 Italian History 236 Mediterranean History 245 Nordic (Scandinavian) History 249 16. United States History 255 General United States History 255 African-American History 265 Native American History 277 American West 280 Colonial American History (1492–1763) 285 Revolutionary America 294 Early United States History (1783–1860) 301 American Civil War History 317 Gilded Age and Progressive Era History 324 The Age of Franklin D. Roosevelt 334 The Great Depression 337 World War II—Home Front 339 World War II—Military History 343 The Cold War 352 General Twentieth-Century United States History 362 17. Women’s History 371 18. World History 380 19. History of Computers 386 20. History of Science 390 21. History of Technology 399 22. Holocaust Studies 406 23. Legal, Civil Liberties, and Civil Rights History 412 24. Modern Military History 418 25. Historiography 438 26. Historic Preservation and Conservation 445 27. Urban History 450 28. Living History and Historic Reenactment 460 29. Genealogy 473 30. State and Provincial Historical Societies 481 31. History Book Sources on the Internet 488 32. History and Social Studies Organizations 496 33. Maps and Images 499 34. Resources for Teachers of History: K–12 and College 511 35. Electronic Journals 526 36. Libraries 534 37. Archives and Manuscript Collections 544 38. Special Collections 558 39. Digital Collections 568 40. Archival Exhibitions Online 573 41. Environmental History 577 42. Immigration History 581 43. Oral History 587 44. Business and Economic History 593 45. Natural History 600 46. Popular Culture 603 47. Online Reference Desk 609 Glossary 625 About the Editors and Contributors 631 Index 641 Acknowledgments The idea for The History Highway was conceived nearly a decade ago. That the work is now entering its fourth incarnation is a testament to its value to stu- dents, instructors, and lovers of history. It is also a tribute to the many individu- als who have contributed directly and indirectly to the project over the past ten years. We cannot possibly thank everyone who has played a role in writing, so we hope you know that your efforts and support are recognized and appreci- ated. We would especially like to thank the contributors to this and past edi- tions of The History Highway. We extend our sincere thanks and hearty apolo- gies to Stephen Kneeshaw, whose chapter, “History and Social Studies Orga- nizations,” was not correctly attributed to him in the last edition of the work. Dennis A. Trinkle would like to thank the faculty, staff, and students of DePauw University for their many tangible and intangible contributions to The History Highway. DePauw is a lively learning community, and I want to thank President Robert Bottoms and Executive Vice President Neal Abraham for their support and encouragement of my many activities. I also want to especially thank several faculty and staff colleagues who daily make my teaching, re- search, and work better and more successful: Annette Coon, Aaron Dzuibinsky, Bob Hershberger, Julianne Miranda, Ken Owen, Rick Provine, Nate Romance, and Carol Smith. I would also like to thank the members of my other professional family— the American Association for History and Computing. In particular, my sin- cere appreciation is extended to David Staley, Charles Mackay, Jeffrey Barlow, xi xii ACKNOWLEDGMENTS Kelly Robison, Jessica Lacher-Feldman, Steve Hoffman, and Deborah Anderson. It is a genuine pleasure to work with so many creative and passionate teachers and scholars. Finally, but certainly not least, special thanks to my wife, Kristi, my greatest blessing John Thomas, my brother Keith, my mother Gayle, and all the members of my extended family. Your constant energy and care are a great inspiration. Scott A. Merriman would like to thank his family, friends, and teachers, both past and present, for their support and guidance. Special thanks to my wife, Jessie, for her assistance, both in this writing effort and in many others, and to my daughter Caroline for all the smiles and ducks that she has brought into my life. I would also like to recognize the History Department of the Uni- versity of Kentucky, faculty, staff, graduate students, and fellow part- and full- time instructors alike, for their support and encouragement. Especially deserv- ing of gratitude for serving as mentors are, among others, Robert Ireland and Robert Olson. My years at UK have been enriched by my friendships with, among many others, Jessica Flinchum, Amber Fogle, Elizabeth Hill, Stephanie May, Erin Shelor, Jeremiah Taylor, and Jennifer Walton. In my larger travels, I have been ably assisted by many people, far too many to mention, and I would be remiss if I did not thank at least some of them here. I am truly grateful for my continuing friendships and professional relation- ships with Jeffrey Barlow, Rowly Brucken, Bud Burkhardt, Randal Horobik, Jen McGee, Kelly Robison, David Staley, and Paul Wexler. I am thankful to my family for their perpetual support. Finally, for all those who have sup- ported me, but who are not specifically mentioned, thanks! Introduction More than 60 percent of American households now report that they regularly access the Internet. This figure represents a stunning historical transformation. The number of Web pages is increasing so rapidly that no reliable estimate exists, though best guesses suggest more than 8 billion Web pages. The growth rate and proliferation are staggering and historically unprecedented. Radio, television, and the telephone became part of American daily life at a compara- tively glacial pace. Such dizzying expansion and alteration make the Internet a tremendously exciting phenomenon, but also unsettling and unwieldy. When we wrote the first edition of The History Highway in 1996, we la- mented that trying to explore and sample the Internet was like trying to sip water from a fire hose. When The History Highway 2000 appeared, and when The History Highway 3.0 followed, the metaphor might have been changed to sipping water from a rushing river or Niagara Falls. Today, that first fire hose might be replaced by a roaring ocean. The pace of expansion and change is accelerating. To novices and even seasoned users, the information superhighway can be information overload at its worst, often more intimidating and frustrating than exciting. For anyone interested in history, however, the Internet simply cannot be ignored. The resources are richer and more valuable than ever. There are hundreds of thousands of sites dedicated to the American Revolution alone. Students can find the complete texts of millions of books, work with previ- ously inaccessible primary documents, and explore thousands of first-rate sites xiii xiv INTRODUCTION dedicated to historical topics. Publishers can advertise their wares, and profes- sors can find enormous databases devoted to teaching suggestions, online ver- sions of historical journals, and active scholarly discussions on a wide variety of research topics.