The boat was extremely large, larger than the photograph suggests. This shot was taken from the patio of my building using extreme magnification.
Added new posts folder and new article Lookbrew Scam.
The article was originally going to be a blog post, but I could not format it the way I wanted it on the blog; so I put it on the website instead. I did, however, post a video discussion on the blog.
Put index page in all new folders.
I add index pages to folders so that users cannot see the folders contents.
Corrected typos on home page.
Updated links on Forensic Science Links page. Additionally, added new link at the request of a user.
Completed updating links on Forensic Science Links page. All links are active.
My Sherlock Holmes pages are the hardest keep up to date with good links there are so few out there, which makes me even more dependent on the Wayback Machine. The notes page was one of my first attempts at using footnotes in a webpage. Now, I use them as a matter of course, and footnotes should be used more than they are on the web.
Changed PowerPoint presentations links to lecture links in the unit the Launching of a New Constitution on the Contents page, in the Legislative Branch Lesson Plan,
and the Lesson Plan on the Remaining Articles.
I came up with the idea of doing lectures during the pandemic. When I, like many others, had a lot of time on my hands. I found that making videos and uploading them to YouTube was easier than producing an audio-only podcast. Additionally, it allowed me to present the material the way it should be presented. A complete list of lectures is available at my Document Archive of educational material keegan.wiki.
Completed updating navigation with link to Research page to all pages. Additionally, updated copyright year on all pages. Also, continued work on Evaluating Web Sources page.
Updating the navigation menu with a long process because I use Visual Studio code, which does not recognize dynamic web templates. So, each page has to be updated individually. I use Visual Studio code because it ‘s free and dynamic web templates are the only feature it lacks.
I add source pages because URLs change, sites go down, and in the case of public documents; it’s easier to host them on a site I control. Additionally, most URLs are too long to place in a footnote on small screen devices; not to mention a PDF or a Word document. As I demonstrated in an earlier post. Furthermore, a website that cites source material has more credibility.
Created source page for article Internet Platforms, User Rights, and Section 230.
Fixed typo in link to Duck and Cover essay. Additionally, added margins and display block to cite tag in CSS.
Fix typos in navigation links on Duck and Cover page.
Created lecture page explaining Presidential Veto Power. Additionally, added link to the lecture to lecture index page and imbedded Youtube video and added links to lecture page and questions to the Constitution page.
Changed color of hyperlink text on Word War II page.
These two pictures were taken from the top floor of my building, which is several blocks away.
This set of pictures is of a woman creating bubbles using the wind.
I wrote an article on how I was scammed by lookbrew.com. In it I explain how I ordered a vest and the company delivered a piece of junk instead, and how they are refusing to give me a full and complete refund and less I return the item that they shipped, at my own expense, first. Below is a video of the explanation.
Stop messing with our United States History. If you don ‘t like our heritage, then get the hell out of our country. This message found on Facebook was printed on the background of the Confederate flag. It is a reference to the removal of statues of Confederate Generals in a number of southern cities. As if the removal of those statues is a denial that the Civil War ever took place. It is not. The majority of the public is not aware of what the monuments in question represent. If they understood the statues’ true meaning; there would be no such messages on Facebook.
As a historian I must point out that no one has yet suggested that we stop teaching the Civil War. I would be the first one to stand up against that should it happen. Robert E Lee’s tactics are still taught at West Point, Annapolis, the Air Force Academy, and the Army War College. As they should be. They are worthy of study and need to be understood. Any understanding of this nation needs to be based on an understanding of the Civil War. It defined us and opened us to all we became both good and bad things. A community in the South deciding to remove a statue of a Confederate General regardless of who that General is, is a matter for that community and any other community that wishes to do the same thing. It is not a denial of History. It is merely the recognition that society is changing.
A reasonable argument can be made that statues of Confederate Generals erected in the South after the Civil War from the 1890s-1920s were symbols of the system of Jim Crow, African-American disenfranchisement, segregation, and lynching, which were meant to keep former slaves in their place. During that thirty-year period, the Confederacy was idealized by the myth of the Lost Cause, which taught generations of southerners that the only reason the South lost the Civil War was because of the North’s superior numbers. In the twenty-first century, people in southern communities decided that they no longer want to look at those statues because of what they represent not because of a denial of history, but in recognition of it.1
The fact is the Civil War was fought over slavery not over State’s Rights or Northern aggression. Alexander Stevens, Vice President of the Confederacy, unequivocally stated the fact in March 1861. The cornerstone of the Confederate government, he said,
rests upon the great truth that the negro is not equal to the white man; that slavery, subordination to the superior race, is his natural moral condition.2 The Lost Cause maintains slavery was a benevolent institution benefiting both blacks and whites. Indeed, when examined through the clouded lens of the Lost Cause the institution was a reciprocal relationship, which insured domestic peace that abolitionists threatened.3 The monuments of Robert E. Lee and others that appeared throughout the former Confederacy perpetuated that myth. Additionally, Confederate monuments to the Lost Cause supported the myths that
emancipation had been a grave mistake, and
Reconstruction had been driven by a vindictive desire to impose a dangerous racial equality on a prostrate white South, and that the 4
redemption of the South by Klan violence and electoral fraud had been a heroic moment in southern history.
The mythology of the Lost Cause was set down in history books such as Olin E. McKnight’s secondary textbook, Living in Arkansas. In that 1951
history text African-Americans were depicted as
idle, penniless, lawless; they stole, plundered, burned houses and at times committed other crimes—often encouraged by carpet-baggers and scalawags in these acts of lawlessness, it pontificated, and this justified Reconstruction violence against them.5 Such a distortion of history led many white Southerners to oppose the modern Civil Rights Movement vehemently and violently. In fact, in Little Rock in 1957 the opposition was so vigorous that it actually threatened the lives of nine African-American students attempting to enter Little Rock’s Central High School. State and local government, and the National Guard could not be relied upon to either protect the students or enforce the Supreme Court’s order to end segregation in public schools. As a result, President Eisenhower had to send the 101st Airborne division to protect the lives of the nine students.
In 1961 the Congress for Racial Equality (CORE) sent a group of African American and white
freedom riders on buses to check the Federal Court ruling that banned segregation on buses, trains, and in terminals. In Alabama mobs attacked the travelers, burned one of the buses, and assaulted Justice Department observers. Then in 1962 the governor of Mississippi defied a court order and refuse to allow James Meredith, a black student, to enroll in the University of Mississippi. Even though the governor of Arkansas, Orval Faubus, attempted the same thing five years earlier and failed. Attorney General Robert Kennedy dispatched Federal Marshals to enforce the law. These are just three examples of the Lost Cause myth and the monuments that perpetuated it being accepted as history.
Monuments to Confederate Generals are implicit reminders of the suppression of African-American people. The suppression continues, on March 19, 2021 the West Virginia State House passed a bill that would make it illegal to remove
Confederate statues unless that removal is first approved by the state’s historic preservation office.6 If the bill passes the Senate, then city councils, universities, schools, and other organizations would have to seek approval before removing Confederate monuments in West Virginia a state born out of the Civil War. Statues of Confederate Generals were erected to support the false historical narrative of the Lost Cause, which has been discredited by historians beginning in the latter decades of the twentieth century. To understand the true meaning and impact of the Civil War on this nation the conflict needs to be examined honestly–its events have to be seen for what they were to be completely understood and appreciated. It is time for the narrative of the Lost Cause to be laid to rest. It is nothing more than a historical dead end whose existence explains more about early twentieth century society than any aspect of the Civil War.
1 Eric Foner,
Confederate Statues and The New York Times, August 20, 2017, http://inside.sfuhs.org/dept/history/US_History_reader/Chapter7/Confederate%20StatuesFoner.pdf.
2 Alexander Stephens,
Primary Source: Alexander Stephens on Slavery and the Confederate Constitution, 1861 | United States History I, accessed April 9, 2021, https://courses.lumenlearning.com/ushistory1os/chapter/primary-source-alexander-stephens-on-slavery-and-the-confederate-constitution-1861/.
3 Christopher A. Graham,
Lost Cause Myth, The Inclusive Historian’s Handbook, May 13, 2020, https://inclusivehistorian.com/lost-cause-myth/.
Lost Cause Myth.
5 Fred Arthur Bailey,
Free Speech and the The Arkansas Historical Quarterly 55.2 (1996): 143.
Lost Cause in Arkansas,
6 Zack Harold,
West Virginia Republicans Seek to Criminalize Removal of Confederate Statues, The Guardian, April 8, 2021, http://www.theguardian.com/us-news/2021/apr/08/west-virginia-republican-bill-confederate-statues.
Corrected code of second level unordered list on Forensics page.
Completed update of Copyright of all pages in the Forensics Category and all pages that make up the article United States Japan and Pearl Harbor
Completed new article Internet Platforms, User Rights, and Section 230.
Made changes to CSS of article Internet Platforms, User Rights, and Section 230. Set the position of modal using ID instead of class. Additionally, I put the aside element inside the
Fixed typo in HTML of Emancipation paper.
Completed updating Copyright on all Research Papers.
Corrected typo added links to blog posts on Homepage. Additionally, added two more links to blog posts to the Homepage.
Changed font size for larger screens 1.2 em on Cholera paper. Additionally, published papers folder.
Updated Copyright year on the following pages:
Completed updating Copyright year on all pages that make up the unit The Launching of a New Constitution.
Completed update of Copyright year on all Doctor Who pages. Additionally, updated Copyright year on all remaining pages. Update of Copyright year on website is complete.
Near the seawall just off the Boardwalk in Atlantic City not the place you would expect find tree stumps…