They might also give more attention to the experiences of African Americans in the South post reconstruction and before the Civil Rights Movements of the s. For the most part, the text has no explicit bias and is relatively error free. When the authors are outside the bounds of their expertise there tends to be more errors. For example, their coverage of pre-Columbian societies in Meso America includes outdated information regarding to Florentine Codex and the belief that Montezuma believed Cortes to be a god.
In other places, the lack of accuracy is more the stories that have been left out. These are relatively minor in an otherwise excellent history. In those areas where the text provides, extensive coverage, it is up to date.
Breaking up the standard narratives of history would make it far more applicable to the new ways that U. History is being taught. Necessary updates — as long as they stay within the general narrative structure— will be easy to incorporate.
Overall, the writing is clear and engaging. Moreover, by providing framing questions at the beginning of each chapter as well as a brief summary at the end of each chapter, the authors highlight the important take away for students.
When writing this review I had to look again and see if this was written by more than one author! The text is very consistent and keeps the same narrative focus and tone throughout. Text is divided into reasonable chapters with subheadings. It is not overly referential. Chapters and sections could be rearranged, skipped and emphasized at will.
I think this does an excellent job of emphasizing the many different ways historians think about the past, and different areas of students learning. Within each chapter, I found the structure and flow excellent. The maps, images and primary sources and very well integrated into the text. In fact, this is perhaps the best integration of images and maps that I have seen! I found no problems with the interface. Images are clear. Text is clear. Many of the primary sources are integrated into the text limiting how much students would need to have multiple browsers open at the same time.
Within each chapter, the text is not culturally insensitive. Yet, there is considerable weight given to the traditional players in US history. I would like to see this integrated into the text.
I found that the text does broadly covers significant historical events and people in a broad overview. While there is not a lot of depth in the chapters, it makes a great overview do use if the instructor adds supplemental readings. The review The review and critical thinking questions are a great supplement, as well as the glossary.
For example, U. History's first chapter's sections about Pre-Columbia America and pre Europe and Africa I will make required reading because it is important, but my students have had to rely on my lectures for this information. I can utilize "U.
History" as supplemental assigned readings to reinforce my lectures on different important themes, such as the U. I plan to incorporate portions of this text in my Spring classes. The text was written in , so there is a gap of some of current issues facing America.
But as for the rest of the text it is wll done. The text is easily readable and does not use unnecessary complex words or jargon. Also, I was pleased to see the historic maps, illustrations and photographs included within each section. This helps keep the attention of the reader rather that having long stagnant readings.
Yes, the composition of the chapters are in a standard format that is consistent throughout the text. I like how the chapters are broken into subsections without sacrificing the content's chronology. This will enable me to assign subsections of chapters for my students to read to supplement my lectures and other readings without compelling them to read the entire chapter.
I had no problem with interface issues with navigating the text or distractions from images presented. The text is a great example of how today's "revisionist" history should be written.
It is inclusive of a variety of peoples and their cultural and ethnic background. Again, as I said at the beginning of this review, I will be using this text to supplement my lectures and other assigned readings in my Multicultural America courses in the Spring My students should find this text a welcome addition to the course. One of the strengths of this text is its comprehensiveness.
The text hits all of the major topics in American history that one can find in a The text hits all of the major topics in American history that one can find in a typical survey text, ending around with the administration of Barack Obama.
That being said, the text is far more broad than it is deep. One example of this is the aforementioned first chapter on the pre-Columbian world. Europe gets an extensive treatment here, with a robust description of life as far back as the end of the Roman Empire in the 5th century.
Some of this seems unnecessary, especially since Africa and the Americas do not get the same treatment. The American section is far too vague, mentioning no names of important leaders like Pachacuti and Montezuma.
This is one of the major criticisms I have about the text. The depth of topics is varied; some topics are treated with great detail and nuance while other areas are glossed over too quickly. I detected a good bit of bias in the latter sections of the text that deal with the politics of the last few decades.
Having examined many different texts for US History courses over the years, the bias I see here is nothing new or exceptional, but it is worth noting. One of the greatest benefits of using an internet text like this is the supposed ability for revision and addition as needed, in a timely fashion.
The text ends at , and it seems the time has come for an update. This is one of the most readable texts I have ever encountered for an American history course, but I also feel that it is perhaps too simplistic for some of my students. The language, vocabulary, and sentence structure seem more fitting for high school students than college students. For certain student populations, this would be a benefit, but instructors should be aware of this, especially if their goal is to get students to write and speak in more formal, academic terms.
The glossaries at the end of the chapters reveal the simplicity of language. The overall framework of the text is consistent, with review questions, glossaries, and learning objectives attached to each chapter.
I found that the depth of coverage on topics is very inconsistent throughout the text, however, and this was a major drawback. The modularity of the text was one of its strongest points, especially when compared to a similar online text for US History I have looked at in the past. I liked that the Table of Contents could be turned on to show continually in the margin so that the reader can move easily between sections.
I did not have to scroll back up to the top of the page to get to another chapter of the text. I also found the search bar to be very helpful, pulling up a short excerpt from the text with each instance of the search term.
All of these made this particular text very easy to navigate. The chapter titles were also generally well-labeled so that I could locate a specific section quickly.
The organizational structure makes sense. It is largely chronological, though some topics are grouped together instead of in a strictly chronological sense. This allows for continuity of ideas within topics. I did not notice any issues with this.
There are quite a few embedded links to outside resources, and the ones I looked at were all intact. I hope the editors maintain good links. I did notice a couple of links that took me to a general website instead of the specific article mentioned in the text; it would have been helpful to have the links go to the actual page mentioned. This text did an excellent job including a variety of voices, both within the text itself and through the use of sources from historically-marginalized groups.
For example, there were links to slave narratives and a site about the Carlisle Indian School. If your main criteria for a US History text are cost and readability, this is a text worth examining.
It is most comparable to "brief edition" texts I have seen, and I often find those type of texts to be too brief to benefit my students very much. I do not think this is a text that would work for every U.
History course, but for some student populations, it would provide a nice alternative to expensive textbooks. The text addresses significant historical points, but without great depth.
Content limitations do allow an instructor the flexibility to tailor each chapter's content. The links to ancillary materials are helpful for examining documents pertinent to chapter learning outcomes, but these are limited. Chapter glossaries provide an opportunity to discuss terms and phrases necessary to the historical context pertinent to the chapter topics. As for the learning objectives, they are directed to the content of the online text; at times the brevity of chapter content alone does not allow sufficient information for developing critical thinking responses.
Finally, the review and critical thinking questions serve as a reasonable guide for considering chapter content. Additional questions will need to be developed respectively for those points deemed more important for understanding chapter topics. The absence of historical details limits a broader understanding of the historical events discussed; thus, the accuracy of the material is limited in this context. There exists in spots some level of bias: for example, the terminology used in Chapter In Chapter The summary in Chapter Additionally, the same Chapter Chapter Six years of history since has substantively impacted the American political dynamics that should be addressed for its contemporary value.
Overall, the composition of the text is easy to read and does not integrate complicated syntax or terminology. In places the brevity of the discussion can lead to questions, but this is not due to the language used itself. For example, in Chapter The amount of discussion is roughly the same per chapter.
The "modularity" of the text is reasonable using four to five subsections that for some chapters can be reordered without jeopardizing the content chronology. No particular problems were noted as far as navigating the online links for access to the appropriate information.
Some of the chapter images could be displayed more clearly: for example, time-line images, such as the one in Chapter No particular grammatical errors were noticed. The language is readable and should not present a problem for college level students. The text makes an effort to address culturally related issues, focusing mostly on African Americans and women to the exclusion or coverage of other minority and racial groups.
For example, Chapter In its attempt to be culturally attentive, While it's impossible to cover everything, this book does an admirable job of going into detail about important topics. The opening chapters provide a breathtaking panorama of the early origins of human life in the Americas and the global scene The opening chapters provide a breathtaking panorama of the early origins of human life in the Americas and the global scene on the eve of transatlantic exploration; it proceeds to explain colonization with very meaningful emphasis on how it fit in with the larger context of global trade and comparative labor systems, free and unfree.
In the chapter on the road to the Civil War, the sense of a compelling story with personalities and passions comes through clearly, and in the chapter on the Great Depression, its harsh ravages and the struggle to figure out what to do are expressed with suitable poignancy. The book is, in fact, so detailed that instructors of the two-semester sequence may need to do some selective trimming in what they assign, especially in colleges where students have full-time jobs and families as well as 15 credit hours of coursework.
And in the context of the impossibility of being detailed enough about everything, and of all instructors having certain pet topics that they wish their textbook said more about, I would have liked to see more explanation of how the Salem witch trials fit in with the Puritan experience, on the family and community lives of the enslaved population in the pre-Civil War years, and a few other points here and there.
In the discussion of both the Great Awakening and the Enlightenment, they might want to connect them with the impending revolution by pointing up their spirit though affecting sharply divergent constituencies of questioning traditional authority.
Where the authors mention that there was talk in the early s in the Virginia legislature of making manumission of slaves easier but that the idea was shot down, they might want to point out that the sentiment for regarding slavery as more trouble and danger than it was worth came largely from the state's western counties where land was less conducive to plantation agriculture, and that these counties would secede from the state and form West Virginia during the Civil War.
Also, discussion of Henry George's single-tax theory is oversimplified to the point of being slightly misleading. They write that, according to George, there should be a land tax "in order to disincentivize private land ownership. George believed that making land speculating in the West unprofitable would open up so much land for workers to migrate to that it would reduce the size of the urban workforce, thus giving those remaining in the cities greater bargaining power. Mentioning "Progress and Poverty" without some sense of the sweeping utopian vision, one that fits in with the general popularity of magic-bullet economic theories in those years, is a missed opportunity.
I had the same reaction to the fleeting, teasing reference to Henry Ford's ill-fated attempt to open a factory in the Amazon jungle and impose Puritan morality on the workers. Speaking of Henry Ford, I also wonder whether any discussion of his life and work can be complete without some mention of what a prolific author of Jewish conspiracy theories he was. In the discussion of the election, the significance of the George Wallace campaign and the conservative backlash could be given more value; merely calling him "segregationist George Wallace" leaves much out.
But every textbook leaves a few things for instructors to impress their students by giving more detail about, so I still rate the book highly for thoroughness. Throughout the book, treatment of both the social and political dimensions of American life is meaningful and inclusive.
Every textbook has a few booboos here and there, and the ones I found in this one were mostly of a trivial pursuit variety rather than what would affect students' comprehension of concepts. In the section about the Stamp Act crisis of , the book is imprecise about the specifics of when and how the Boston mob ransacked Lieut. Thomas Hutchinson's mansion, and also seems to treat the Sons of Liberty and the Boston mob as interchangeable terms for the same set of people.
Also, it incorrectly states that Coxey's Army set out from Cincinnati. Actually, the marchers began their trek from Jacob Coxey's own town of Massillon. Cincinnati, being about miles off in the other direction from where Coxey's Army was heading, played no part in the march. In the chapter on the New Deal, it gives the age range for enrollees in the Civilian Conservation Corps as While some year-olds did get into the CCC, they only did so by lying about their age; the intended minimum was never lower than The National Youth Administration another New Deal program is depicted as having been terminated in ; it lasted until The book is also imprecise about what President Johnson and the Democratic National Committee offered to the Mississippi Freedom delegation at the party convention.
History textbooks need to be up-to-date in two ways: bringing the narrative up to the time of publication and keeping up with the latest scholarship on topics all through the chronology.
This book does an admirable job on both counts. The language is clear and readable. Paragraph length and placement of pictures and charts are quite suitable for making the work easy for undergraduates to follow.
Concepts, for the most part, are explained meaningfully. Consistency is strong. The book presents American history with a coherent throughline and shows connections between topics clearly.
Many sections open with strong transition sentences that link what's coming with what has just been read. Each chapter is divided into neatly labeled sections, and the table of contents allows for easy clicking into those desired sections.
Instructors who want to adapt chapters to their own desired sequence will have an easy time doing so. Both the table of contents and the index have user-friendly links that maximize efficiency of topic browsing as well as of continuous reading.
Most of the organization is quite optimal, and as noted in the modularity rating, the organization is also adaptable to instructor preferences. By grouping the Missouri Crisis together with the Mexican War and the founding of the Liberty Party in the chapter on pre westward expansion, the authors effectively set the stage for the important role of the western frontier in the escalating North-South tensions that drove the country closer and closer to civil war.
At the same time, it's interesting that the chapter on westward expansion after the Civil War spans to and includes Manifest Destiny and the Oregon Trail.
Thematically, that makes sense, as those two topics are relevant to the romance of the frontier as a forerunner to the Turner thesis which suitably gets mentioned at the start of the chapter on s imperialism , but instructors of survey courses that use or as the semester break may find it inconvenient but again, there is the modularity feature for that.
The chapter on the years to refers to the Great Migration northward of African Americans as occurring "between the end of the Civil War and the beginning of the Great Depression," possibly giving the impression that a substantial proportion of that movement took place during the Gilded Age, when actually pre black migration to the North was small compared to what occurred during World War I.
The authors' reasoning seems to be a desire to juxtapose it with the section on European immigration which immediately follows. In the chapter on World War I, the Great Migration is mentioned again, but in a manner that is slightly ambiguous when it comes to both numbers and timeframe. Historians more recently have emphasized the continuity of the black migration in the World War I years, not so much the decades before as with the decades after.
The chapter on the s very effectively shows the interconnection of issues involving Johnson's Great Society program, the civil rights and black power movements, and the tragedy of Vietnam. The confluence of the rise of the women's movement with the rise of multiple other rights struggles, the hippie counterculture, the failure in Vietnam, and the general chaos of and is also effectively shown.
Grammar is clean, as far as I can see, but it's slightly annoying that they refer to the s rather than the nineteenth century, contrary to the habit we presumably want to instill in our young history scholars.
The lives and viewpoints of the different players, male and female, white and nonwhite, are meaningfully presented. Inclusiveness is strong with room in places to be even stronger. For instance, the section on African American cultural life under slavery has a fair amount of informative detail but could offer even more.
The same is true of the family and community lives of Gilded Age immigrants in America's cities: good information with room for even more.
Also, while that latter section mentions Chinatown alongside Little Italy, the subhead overlooks the Chinese by calling that section "The Changing Nature of European Immigration. The book is worth considering as an option when teaching in any school where saving students money is an important priority. The book has its imprecisions and idiosyncracies here and there but is still solidly researched, constructed, and written. The book is comprehensive, perhaps to a fault. It covers a wide spread of concepts and historical elements but never goes into too much depth.
This sort of surface-level examination of material is suitable for a survey-level course, but unless the This sort of surface-level examination of material is suitable for a survey-level course, but unless the students have a good deal of background knowledge, the text might confuse them over its coverage of certain topics. The text is very accurate and in my examination of its contents, I have found minimal errors.
The book also does not have too much of a bias, and tries to show multiple sides to historical issues. The book is somewhat relevant but is hamstrung by its lack of depth. For instance, in section It does not go enough into the racial dynamics of Rock and Roll but does give some passing comments to it. There has been good recent research on the topic, but it is not seen in the text. This is a general overview of US history, but not really keeping up with current scholarship.
The book is free of jargon and is easily accessible for readers. Although I often wished the book contained more information, I found no fault in the manner by which the information available was presented. The book has a standard chronological framework intermixed with some thematic elements. It is adequate. The book is divided up into smaller sections that aren't too overwhelming. Granted, this often comes at the cost of depth, but I understand why the authors made the decision.
Although I might not have organized the information in such a manner, I understand why they did, and they are consistent with the practice. The topics are presented in a logical fashion, but the transitions and particularly the ends of the chapter are often choppy.
Many times there is little to no rationale given as to why a particular section stops where it does. The interface is fine, although I do wish literary primary sources had been incorporated in a less jarring manner. The pictures and navigation are nicely done. The book is as culturally inclusive as could be expected in a textbook. However, because of the lack of depth, it often felt that races, ethnicities, and backgrounds were merely given lip service instead of a true examination of their dynamics.
For instance, the section of Gay Rights in The experiences of LGBT of color are not mentioned, despite a wealth of new research on the subject. This is an adequate text and one I might assign for my in-person lecture courses so that I might be able to supplement the depth the textbook is lacking.
I do not know if I would be as comfortable assigning it for my online classes since I cannot as easily provide context for the students.
The textbook covers most of the areas of US history, perhaps too much as some points and not enough in others but overall is comprehensive in covering political history. It is limited though in a lot of social history and history of the Southwest It is limited though in a lot of social history and history of the Southwest US.
The book is accurate in the vast majority of what it is trying to do. The book, however, does a poor job of covering the "edges" of US history, especially other parts of the world. As other reviewers mentioned- the history of Africa is not well told, especially compared to European history. A similar problem is present in the history of indigenous people before Europeans and the history of the Spanish empire, both of which are poorly covered and in some cases completely wrong statements are made.
Like all history textbooks relevance is a moving target. As a general textbook I feels like it is trying to be all things to all people but that mostly results in a book that does not have the focus of others.
It is also missing as much cultural history as I would like. By far the biggest problem of the book is its cursory treatment of Latino and Asian history. These are major fields which the author does not cover at all. Yes the book is consistent. The book is longer on the 18th and 19th century than the 20th, so that is a concern.
The 20th century portion should be expanded. It offers a lot of modules and short tests and other supports for easy reading. Yes it is very modular and works well in a classroom where there are daily reading assignments. There are many sign posts and subheadings. It is history so things generally follow a chronological order. The interface works but it is not aesthetically pleasing. Other textbooks like american ywap offer a better online layout with more documents, more pictures and material.
While "Give me Liberty" are better productions on the page. The book shoots for the middle ground in US history and hits it well. It also does a fair job of covering African American history. These fields have grown tremendously in the past 30 years and it is disappointing that few of the lessons are trickling down into textbooks. The book is relatively comprehensive in its coverage of US history but it also feels dated in what is covers. This is especially the case in covering Latinos and Asians.
This textbook hits all the major points necessary for a US survey class, with particular emphasis on political history. The key terms demonstrate a commitment to all the "Greatest Hits" no survey would miss carpetbaggers, the Sons of Liberty, the The key terms demonstrate a commitment to all the "Greatest Hits" no survey would miss carpetbaggers, the Sons of Liberty, the Roosevelt Corollary alongside some relevant and inclusive new content I never learned about in college charter schools, executive privilege, commodification.
Particularly in the nineteenth-century chapters, illustrations like mugshots, blueprints, and book covers do a wonderful job of showing students the spectrum of primary sources available to historians. As a professor used to seeing the same pictures in a textbook, I plan to use this textbook as a multimedia resource for its unusual photographic finds.
The appendix mostly contains America's "founding documents" and adds very little you can't find already online. I found the textbook accurate within my own field colonial history. The authors clearly put effort into acknowledging the continental presence of Native people and their continuing power into the seventeenth and eighteenth centuries. The section on the rise of Chesapeake slavery is comprehensive, and I found the chapter on the Revolutionary War highly engaging.
I did hope for more non-English history after the "Colonial Powers" chapter, and found that political and elite intellectual history think the Interregnum and Enlightenment, but without how they affected average folks dominated social and cultural history. Additionally, the small case study sections meant to highlight historical individuals "Americana" and "Defining American" referenced often white, male leaders that students are already familiar with, like James Madison and Walt Whitman.
Although there were great ones later on Women Democrats in the s , I'd like to echo a previous reviewer who hoped to see average individuals highlighted throughout. This book will continue to be useful, particularly if the authors are able to update their final chapters. New information about organizing history, like the Molly McGuires, Cesar Chavez, and the Working Man's Party reflects its growing importance in the field.
The textbook goes up to the twenty-first century, and could use an update when it comes to the short section on America and the World- there's a lot to say there!
I'd also be interested in seeing more on the continuing feminist or Civil Rights movements that will resonate with students. The prose is very consistent and simple throughout.
Even though there will be new terminology for readers, the narrative of key events, like the Battle of Wounded Knee, will make larger concepts memorable for students.
The "Americana" and "Defining American" sections also use individuals to illustrate the more abstract ideas discussed, like Malcolm X and the concept of the "New Negro. Although the textbook was written by several different authors, I found the framework consistent throughout. The simple terminology used might take time to break down something complex, but it adds substantially to the clarity of the piece. The timelines, which bring together abstract or disparate concepts Battle of Fallen Timbers and Treaty of Ghent on the same timeline , will help students find where each piece fits chronologically as they learn about them separately.
I also found it useful that each chapter ends with a summary paragraph explaining how the changes just discussed will affect the events covered in the next chapter.
Each chapter is organized into units with multiple sections about a page apiece, and concludes with sample multiple choice practice, critical thinking questions, and useful key terms.
It seems to flow best to break down the chapters by units, which run anywhere from pages, than by the page-long sections. Some of the chapters are considerably shorter than others, but I doubt students mind. The organization is clear. I will add that, because the time periods covered in each chapter overlap substantially, you may find it difficult to find a discrete event. For example, the nineteenth-century representation of Native peoples is in the Age of Jackson chapter and not the Westward Expansion chapter.
Depending on how you structure or periodize your class lectures or assignments, you may want to familiarize yourself with the unit headings and assign components of multiple chapters to your students. I am reviewing the hardcover book- and it is very large! It is good quality and seems like it can take a beating. The images might seem a little small compared to the online interface, but there's nothing here to confuse or distract a reader.
The textbook is overall inclusive. Some teachers might find unusual the fact that African-Americans and Native people sometimes have their own separate sections in each chapter. Some of the language, like "Hispanic" or "Indian" might need more specificity. The only specific problem I have is with the "Americanization of Indians" section which says that forced assimilation of Indians "left them bereft of their culture and history.
Like most contemporary US History textbooks, this text begins before , setting the scene for Iberian and later French, Dutch, and English colonization of the Americas. As an environmental historian, I think magnitude of the native depopulation As an environmental historian, I think magnitude of the native depopulation caused by the Columbian Exchange is not given quite enough attention. This early under-representation of environmental influences upon history continues throughout the text, as does a more general lack of attention to the stories of regular people.
The text is comprehensive in the sense that it is a skeleton of major events in mostly political and partly cultural history. The text is comprehensive in its coverage of most major events. The text accurately portrays the history it covers. I think these issues are more about comprehensiveness than accuracy; the events and people covered seem to be portrayed accurately. Interpretations change more rapidly than consensus on the major events of US History. The modular design of the text is very helpful and probably mitigates the slight variation in style and focus from section to section.
The text appears to have a single narrative voice. The addition of hyperlinks to outside sources is helpful, appropriate, and timely throughout the text. This is an advantage of any electronic text, but it is well implemented here and unusually valuable since the links are open-source rather than existing behind a corporate paywall. The text seems to try to respect cultures and avoid offense, as well as making an attempt to critique the dominant culture when appropriate. An increased focus on the voices of underrepresented populations would enhance multicultural perspective, but this seems beyond the scope of the text as I plan to use it.
My criticisms regarding coverage should not be taken as disqualifying the text as a foundation for a survey course. If US History surveys are envisioned as addressing the dual goals of acquainting students with the broad outlines of our history what happened, when?
US History is certainly comprehensive: the task of tracing the development of the United States from pre-colonial times to the second term of President Barack Obama is a daunting one. I think that the text might work better in a history course I think that the text might work better in a history course that ended in , since the sections that covered the colonial, Civil War, and Progressive eras were lengthier and more developed.
However, with some supplements, the text could certainly be used in a survey course in American History or American Studies. A text can be factually accurate, but it can avoid topics, minimize topics, and underdevelop topics, and this was something that I found to be a problem with US History.
For instance, in the scant section that covers differing philosophies of land ownership, the authors simplify or ignore the differing philosophies of land stewardship held by indigenous peoples, while definitely eliding over the imperialistic and nascent capitalistic impulses of the Europeans whose ideas of land ownership derived from much more than just, as the authors put it, the colonizers' fealty to land ownership ideas contained in "the Christian Bible.
The text is set out in such a way that it can be easily updated with 21st-century developments, and the chapters and sections are set out so that they could be enhanced without disturbing the overarching structure of the text.
The content itself is relevant; what would be helpful, though, would be the inclusion of terminology that is being used in the work of progressive social, cultural, and political movements.
The text, for the most part, is lively and engaging; the inclusion of pictures and of links to museum collections is a wonderful aspect of this text.
Often, I will ask students to do that sort of enhanced reading and research, so having the resources available as links is very helpful. As I mentioned above, though, I would have liked to have seen the authors engage with issues such as "whiteness studies" and other critical race theory terms.
Although there is some mild variation among sections, for the most part US History remains consistent in its chapter structure and selection of content. For instance, Chapters provide ample background for readers to understand the impulses that led to what was termed "the Progressive era," and I also appreciated inclusion of a glossary in each chapter.
One of the greatest strengths of US History is its listing of objectives and goals at the beginning of each section. This is helpful for syllabus, assignment, and test construction, and it also encourages students to understand, up front, what they are to be looking for in the content. I also liked how each chapter was sufficient in terms of length, while also providing resources for further research and reading.
I could see excerpting chapters on the movement from east to west in order to create a course on that subject matter; it would also be possible to focus solely upon wartime in the US via the use of selected chapters. If you are a developer of ebook applications and would like to incorporate the Office of the Historian ebook catalog into your application, please see our Developer Resources page. A: Use document numbers rather than page numbers. Document numbers are persistent, media-neutral identifiers.
Government Printing Office, , Doc. Government Printing Office, , Description: Footnotes are hyperlinked in FRUS ebooks so that activating a footnote reference will navigate directly to the text of the footnote and vice versa.
On Kindle devices and apps, activating the hyperlink from the footnote text back to the footnote reference in the document will navigate to the content immediately following the reference. Representing original page numbers from printed editions in ebooks has proved to be difficult.
For readers who need to cite material in this ebook, we recommend citing document numbers instead of page numbers. Volumes from the Johnson administration onward, whose indexes reference document numbers, are unaffected by this issue. Helpful Tips Tip: Using bookmarks. Description: Many e-readers allow users to set multiple bookmarks and navigate to them quickly from an easily-accessible list of all the assigned bookmarks in a given ebook. Like Seti I or Tut.
This is about the Armenian Genocide which happened in Find out the reasons for why the Ottoman Empire felt they had to eliminate the Armenians in this alphabet book. Keywords: armenia , armenian genocide , history , Keywords: America , why they hate us , why we hate you , arabic world , Muslim world , conflict between America and arabs. Add to Favorites. Paul Sabatier Life of St.
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