A large stone Venus. Nothing unusual about it_except that it was found on an island in the Pacific Northwest. Archaeologist Hannah Green and her shovelbum nephew find themselves in a tangled web of competing interests avaricious land owners, hungry media, and a cult of goddess worshippers while investigating one of the finds of the century. In untangling the mystery of the Washington Venus, Hannah and Sean have to confront questions of archaeological evidence, of ethics, of conflicting interpretation of data, and of the very nature of archaeological truths. Helping them are a cadre of disdainful graduate students who propose various theories processualist, marxist, feminist, postmodernist to explain the bizarre events. Teach your students archaeological theory in a fashion they'll enjoy, while they solve the mystery in Adrian Praetzellis's delightful textbook-as-novel.

    Included are discussions of Jane Austen, George Sand, Colette, Simone Weil, and Virginia Woolf.

    It talks about how to do research on the Internet and how to differentiate between reliable and unreliable historical information on the Web.

    What is the value of history? What is the use of history? How do scholars attempt to unpack it and make connections in a responsible manner? While the topics of historiography and historical methodology have become increasingly popular, Bloch remains an authority. He argues that history is a whole; no period and no topic can be understood except in relation to other periods and topics. And what is unique about Bloch is that he puts his theories into practice; for example, calling upon both his experience serving in WWI as well as his many years spent in peaceful study and reflection. He also argues that written records are not enough; a historian must draw upon maps, place-names, ancient tools, aerial surveys, folklore, and everything that is available. This is a work that argues constantly for a wider, more human history. For a history that describes how and why people live and work together. There is a living, breathing connection between the past and the present and it is the historian’s responsibility to do it justice.

    For most of the 19th century, a wide variety of expressive forms--Shakespearean drama, opera, orchestral music, painting & sculpture, as well as the writings of such authors as Dickens & Longfellow--enjoyed both high cultural status & mass popularity. In the 19th century Americans (in addition to whatever specific ethnic, class & regional cultures they were part of) shared a public culture less hierarchically organized, less fragmented into relatively rigid adjectival groupings than their descendants were to experience. By the 20th century this cultural eclecticism & openness became increasingly rare. Cultural space was more sharply defined, less flexible than it had been. The theater, once a microcosm of America--housing both the entire spectrum of the population & the complete range of entertainment from tragedy to farce, juggling to ballet, opera to minstrelsy--now fragmented into discrete spaces catering to distinct audiences & separate genres of expressive culture. The same transition occurred in concert halls, opera houses & museums. A growing chasm between 'serious' & 'popular', 'high' & 'low' culture came to dominate the expressive arts."If there is a tragedy in this development," Levine notes, "it is not only that millions of Americans were now separated from exposure to such creators as Shakespeare, Beethoven & Verdi, whom they had enjoyed in various formats for much of the 19th century, but also that the rigid cultural categories, once they were in place, made it so difficult for so long for so many to understand the value & importance of the popular art forms that were all around them. "Too many of those who considered themselves educated & cultured lost for a significant period--& many have still not regained--their ability to discriminate independently, to sort things out for themselves & understand that simply because a form of expressive culture was widely accessible & highly popular it was not therefore necessarily devoid of any redeeming value or artistic merit."Note: first presented as The William E. Massey Sr. Lectures in the History of American Civilization in 1986,