nment (though not their families) in the event of nuclear war. No comparable site exists for the Greenbriar, designed to house U.S. leaders, though one can learn more about it by visiting the Web site of the Carnegie Mellon Cold War Science and Technology Program. Several of America's premier museums maintain a curiously low profile in the area of Cold War studies, including the National Air and Space Museum, which in the wake of the controversy surrounding the Enola Gay, displayed in the end only the plane's fuselage, and the National Museum of American History, whose current exhibit on submarine warfare, Fast Attacks & Boomers, is meticulously non controversial. In what is perhaps a sign of our post cold war (and possibly post modern) age, Francis Gary Powers, Jr., the son of the downed U-2 pilot, is leading an effort to establish a Cold War Museum. In fact, at the Museum's new Web site you can even order a T-shirt with the museum's logo or a Strategic Air Command (SAC) poster of a U.S. RB-47 Reconnaissance Aircraft being shot down by a Soviet MIG-17 Interceptor. The National Security Agency Web site offers directions to and a virtual tour of its National Cryptologic Museum, as well as the adjoining "National Vigilance Park" and "Aerial Reconnaissance Memorial." Professional Communities
Although many accounts of the internet forecast a dystopian future of social isolation in which computers replace human interaction, new information technologies are also strengthening (and extending) the bonds of professional life. Indeed, e-mail, electronic discussion groups and dynamic Web sites are increasing and deepening the quality of communication within the profession. Professional organizations, journals, libraries, institutes and a variety of other organizations and individuals are in the process of organizing a rich and extensive electronic environment for professional discourse. Many of the Web sites noted above are a part of this typically self organizing Web process. Although these efforts are recent and necessarily incomplete, one can already begun to discern the outlines of the future. For example, a visit to the home page of the Society for Historians of American Foreign Relations (SHAFR), the Organization of American Historians, or the American Historical Association, will reveal not only extensive information about the ongoing work of these organizations, but also links to many other resources, not a few of which are useful to historians of the Cold War.
The Cold War in the ClassroomNew technologies are also beginning to change the way we teach. E-mail, the oldest of the "new" technologies, allows faculty and students to communicate more frequently and more intensely. Web based discussion groups, both asynchronous and real-time, make it possible to extend the classroom community across time and space, creating (among other things) new opportunities for collaborative learning. The amount and variety of materials available on the Web permits faculty to organize classroom content with unprecedented efficiency. Consider, for example, the 24x7 "electronic" reserve reading room. A brief review of a handful of sites illustrates how these changes are beginning to affect the teaching of Cold War history. For example, Professor Robert Brigham of Vassar College has created an excellent Web site to support his senior seminar The Wars of Vietnam, 1945-1975, which includes a brief overview, primary documents and photographs by Seton Hall professor (and Vietnam veteran) E. Kenneth Hoffman. University of Pennsylvania Professor Al Filreis has created a large and eclectic collection of documents and other materials on the Literature and Culture of the 1950s, one of the relatively few sites to explore the domestic impact of the Cold War. University of Pennsylvania Professor Mark Trachtenberg's Cold War History Web site, designed to supplement to his recent book, A Constructed Peace: The Making of the European Settlement, 1945-1963 (Princeton: Princeton University Press, February 1999), also includes an excellent guide to researching th