tag:blogger.com,1999:blog-1319986886935049032024-03-12T18:42:51.806-07:00Alex's BlogAnonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-131998688693504903.post-47154247803674407422015-06-11T07:35:00.000-07:002015-06-11T07:35:04.646-07:00Nobody's Perfect<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This week in history, we have been learning about <a href="http://www.pbslearningmedia.org/resource/49e8d07f-313d-44af-924a-591b0c96aeea/buffalo-soldiers-in-new-mexico/" target="_blank">Buffalo soldiers</a> and Native Americans during the time after the Civil War. We have been teaching ourselves and watching videos and analyzing documents that Mrs. Gallagher has provided for us. From these videos and documents, we found important information took notes about Buffalo soldiers and Native Americans in a class <a href="https://docs.google.com/document/d/16jtLdhyxLekERgJGLobSlahNImItYca9mLILT4MY_Uo/edit?usp=sharing" target="_blank">Google doc.</a> At the end of the unit, we created an essential question as a class. </span></div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-BS4oznA2EHw/VXmcO6Ha_3I/AAAAAAAAEBA/CLCnSfNrgJ8/s1600/tmi00403c.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://3.bp.blogspot.com/-BS4oznA2EHw/VXmcO6Ha_3I/AAAAAAAAEBA/CLCnSfNrgJ8/s320/tmi00403c.jpg" width="248" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A member of the Sioux tribe.</td></tr>
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This unit, our essential question was: </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During westward expansion, did the impact of federal policy towards buffalo soldiers and native americans match the intent? </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We have been trying to decide whether or not the policies created by the U.S. Government had the effect that they intended them to have. The <a href="http://www.edline.net/files/_FFJNJ_/43d7d72dda670f923745a49013852ec4/Excerpts_from_Dawes_Act.pdf" target="_blank">Dawes Act </a>resulted in the way the U.S. Government intended it to. The Dawes Act was issued by the U.S. Government and gave the heads of Native American households U.S. citizenship and land if the Native American family would become farmers and give up their Native American culture. It could be argued that the intent of this document was both good and bad. The U.S. government was giving Native Americans land and citizenship, which gave the Native Americans many rights and privledges. But at the same time, the United States government was forcing the Native Americans to give up their culture and traditions to be a citizen, and many didn’t want to be citizens. If Native Americans chose not to be citizens, they were forced onto reservations by the U.S. government. The intent of the Dawes Act matched the result. In 1877, the <a href="http://www.history.com/this-day-in-history/nez-perce-fight-battle-of-big-hole" target="_blank">Nez Perce </a>tribe refused to move onto reservations and tried to march north to settle in Canada, where they would be free of the U.S. government. The U.S. government tried to stop the fleeing Nez Perce many times and engaged in many battles that ended in many Nez Perce dying. The U.S. government’s intentions were to keep the Nez Perce from escaping to Canada and to force them onto reservations. Their intent matched their impact. The Native Americans were forced onto reservations or killed. Lastly, The <a href="http://www.nps.gov/libi/index.htm" target="_blank">Battle of Little Bighorn </a>was started by the refusal of many Native American leaders to accept the treaty of Laramie, which forced Native Americans to give up their culture and traditions and live on reservations. As a result of this refusal, the U.S. army engaged the Native Americans who refused to live on the reservation in battle in order to try and force them onto reservations. The U.S. government’s goal of the Battle of Little Bighorn was to force Native Americans to give up their culture and traditions to live on reservations. The Cheyenne and Sioux tribes ended up defeating the U.S. The intent of the U.S. government, to force the Native Americans onto reservations, didn’t match the impact, which ended in the defeat of the U.S. army. Generally, the U.S. government’s intent matched their impact, and generally, the intent of the U.S. government wasn’t very nice.</span></div>
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In my opinion, the United States government didn’t have a very nice intent or impact on the lives of Native Americans. Native Americans were forced, by the U.S. government, to change their way of life, their culture and their homes. They were either forced to be farmers, live in stationary homes, own land and become U.S. citizens, or they were forced to move to reservations and give up their nomadic way of life. The U.S. government wasn't very nice to the Native Americans.</span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-23099003907157051042015-06-05T19:22:00.000-07:002015-06-07T16:20:26.748-07:00Ahoy Captain!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">This week in History 10, our class has been teaching ourselves about <a href="http://www.edline.net/files/_EfGX5_/0fe323d07b38cd333745a49013852ec4/Andrew_Carnegie_Bio.pdf" target="_blank">Andrew Carnegie</a>, <a href="http://www.edline.net/files/_EfGYe_/245ad2e3bb2a825f3745a49013852ec4/John_D_Rockefeller_Bio.pdf" target="_blank">John Rockefeller</a> and their industrial impacts on America. After using resources provided by Mrs. Gallagher, we took notes as a class and created an essential question together. Our essential question states: </span><span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Did the captains of industry have a positive or negative impact on the public?</span><span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> The first thing we did was watch a series of videos as a class. Each group was assigned a different topic to take notes about. Then we analyzed sources about John Rockefeller and Andrew Carnegie. Lastly, we analyzed more documents about Rockefeller and Carnegie and their impact on the public. As a class, we took notes in a shared <a href="https://docs.google.com/document/d/1-_hHoNb2t9EratlzsAJYCz5UZvV4A1qdNyZvQvc_hYU/edit?usp=sharing" target="_blank">Google doc</a>. </span></div>
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<span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Rockefeller and Carnegie were two captains of industry that had both good and bad impacts on the public. A captain of industry is a leader in a specific field of business. John Rockefeller amassed the wealth that he needed to start a big business by supporting the Union army during the Civil War. He founded <a href="http://www.u-s-history.com/pages/h1804.html" target="_blank">Standard Oil</a> in 1870. In order to become a wealthy businessman, Rockefeller bought or put rival companies out of business, bribed politicians, and was seen by the public eye to have been motivated by greed. But his contributions to the public greatly outweighed any negative effect on the public. John Rockefeller donated millions of dollars to support education. A <a href="http://www.edline.net/files/_EfHIe_/ce3d2a1e75332f203745a49013852ec4/Doug_Ernst-Inquiry_Lesson-Robber_or_Captain.pdf" target="_blank">Vision of Rockefeller</a> says, </span><span style="color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">“In 1903 he [Rockefeller] created the General Education Board at an ultimate cost of $129 million to promote education in the United States “without distinction of sex, race, or creed.””</span><span style="background-color: white; color: black; font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">He also gave away lots of money to charities. By supporting many different charities, he helped to get rid of yellow fever. Rockefeller also believed that he deserved to make money so that he could give it back to the community. Andrew Carnegie was an American immigrant that started from the bottom. He was a bobbin boy in a textile mill, and a telegraph operator. He was one of the first operators in the country to take messages by sound, and was soon promoted to a Superintendent position. Soon after, Carnegie became a steel manufacturer and was able to produce higher quality steel at a lower price than his American competitors. The public was greatly upset when they found out about Carnegie’s plans to destroy the Iron and Steelmakers Union. But even though he greatly upset the public, he made a positive impact on society. He was able to figure out a way to produce high quality steel but keep prices down at the same time. He also believed that he had a moral obligation to give some of his wealth to help benefit the public. Just like Rockefeller, he helped encourage education. Some of Carnegie’s money was given to build schools, libraries, and to buy organs for churches. Carnegie’s advancement in the production of steel and his monetary contributions to the community is evidence that Carnegie had a mostly positive impact on the public.</span></div>
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<span id="docs-internal-guid-09f7f65a-d04c-c75f-c47b-8397b2f3ff02"><span style="font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Although Rockefeller and Carnegie weren't particularly liked by the public, I believe that they did some good things for their communities. Personally, I wasn't a big fan of the structure of our lesson this week. I really had a hard time understanding the importance of the material that we were learning this week without the guidance of our teacher. </span></span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-71471558842910873582015-04-30T06:28:00.000-07:002015-04-30T06:29:46.038-07:00Don't Be Silent! Do Something!<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-WS78Tz_z274/VUIrcn4c7AI/AAAAAAAAD44/aZiKBeJT6cA/s1600/Evernote%2BCamera%2BRoll%2B20150427%2B094345.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-WS78Tz_z274/VUIrcn4c7AI/AAAAAAAAD44/aZiKBeJT6cA/s1600/Evernote%2BCamera%2BRoll%2B20150427%2B094345.jpg" height="300" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our display of information about the documents that we analyzed in class.</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Before April Vacation, our class has been learning about the civil war and the role that <a href="https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=slavery%20definition" target="_blank">slavery </a>played in it. We had multiple essential questions this unit: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Who 'gave' freedom to enslaved Americans? Did freedom come from above or below? To what extent were Abraham Lincoln's actions influenced the actions of enslaved Americans? </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In order to find out if freedom came from ‘above or below’, we analyzed many documents. These documents included speeches given by Abraham Lincoln, letters, and engravings. We also watched a <a href="http://www.pbs.org/civilwar/film/episode3.html#" target="_blank">video by Ken Burns</a> and answered questions. Lastly, we created a way to display our analyzed information from the different documents that we analyzed. We decided whether or not freedom came from above or below in each separate document. We used our new whiteboards to show this information. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> When <a href="https://www.whitehouse.gov/1600/presidents/abrahamlincoln" target="_blank">Abraham Lincoln</a> officially makes slavery part of the civil war in his <a href="http://avalon.law.yale.edu/19th_century/lincoln2.asp" target="_blank">Second Inaugural Address</a>, he paves the path for what is known as ‘freedom from above’. ‘Freedom from above’ can be understood by thinking of a social pyramid in which the upper class is at the top of the pyramid and the lower class is at the bottom of the pyramid. During the civil war, slaves were at the bottom of the pyramid. With the concept of ‘freedom from above’, the upper classes are making changes to give the lower class freedom. In the <a href="http://avalon.law.yale.edu/19th_century/emancipa.asp" target="_blank">Emancipation Proclamation</a>, Abraham Lincoln is granting slaves in the Confederacy freedom. Since this freedom came from Abraham Lincoln and not from the slaves themselves, this is ‘freedom from above’. Lincoln says, “</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">all persons held as slaves within any state or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free”. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">But this freedom is not a complete freedom for all slaves in America. The slaves in the border states, the states that allow slavery but side with the Union, are not freed in the Emancipation Proclamation. The Emancipation Proclamation is an example of partial freedom from above. Abraham Lincoln was a major source of ‘freedom from above’ for slaves in America. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> In addition to focusing on ‘slavery from above’, we also explored ‘slavery from below’. Instead of relying on others to make them free (like in ‘slavery from above’), slaves created their own opportunities for freedom. In a letter from Union General <a href="http://www.civilwar.org/education/history/biographies/ambrose-burnside.html" target="_blank">Ambrose E. Burnside</a> to Union Secretary of War <a href="http://www.history.com/topics/american-civil-war/edwin-m-stanton" target="_blank">Edwin M. Stanton</a>, Burnside explains that after taking his army south, they came across a deserted city that fugitive slaves are now populating. He explains that there is no way to stop the slaves from moving into and looting the city. In this instance, the slaves are creating their own freedom. They are forcing the Union to react to their actions. By creating their own freedom, the slaves have ‘freedom from below’. Slaves also created their own freedom by leaving the Confederate President <a href="http://www.britannica.com/EBchecked/topic/152783/Jefferson-Davis" target="_blank">Jefferson Davis</a>’s plantation and walking to the bayou that Union soldiers are occupying. They do this in order to escape slavery. Jefferson’s slaves made their own freedom. This is considered ‘freedom from below”. </span></div>
<span style="font-family: Arial; font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> I believe that ‘freedom from below’ was more effective than ‘freedom from above’ during the civil war. I believe this because of the results of Lincoln’s Emancipation Proclamation compared to the results of the slaves creating their own freedom in the south, such as Jefferson’s slaves running away, and the other slaves who ran away to occupy the empty city. When Lincoln declared that all slaves in the Confederate states were free, there was no immediate effect. But when slaves declared themselves free, such as in the case of Jefferson’s runaway slaves, the slaves were instantly freed. It is easier to get results when people aren’t completely dependent on others. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Recently, there have been a lot of debates over the role of law enforcement in the United States. During this past week, there have been protests and <a href="http://www.baltimoresun.com/news/maryland/baltimore-city/bs-md-ci-police-student-violence-20150427-story.html#page=1" target="_blank">riots in Baltimore, Maryland</a>. The death of Freddie Gray, a 25 year old African American man, who died in police custody, is the cause of the protests and riots. The goal of these protests and riots is to call attention to the unfair treatment of African Americans by police officers, and other law enforcement, and to the abuse of power by some law enforcement. The Baltimore protests and riots could be viewed as ‘freedom from below’. Ordinary citizens who do not agree with the abuse of power by some people in law enforcement are creating a change, instead of the government creating the change. Whether or not they are acting justly by destroying property and hurting people is questionable, but the people are fighting for change, and the country is beginning to pay attention. </span></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-24135848997818595402015-04-08T08:09:00.001-07:002015-04-08T08:09:17.197-07:00Running Around RMHS<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This week we have been doing a scavenger hunt! Our history scavenger hunt was a clever way to gather information about 20 different civil war battles. Each person was assigned a battle to research. We needed to find the date and location of the battle, and the victor and theater that the battle was fought in. Then we found information that helped to explain the main reasons as to why the battle had the specific outcome that it had. We created a google doc with all of this information. Then we created a QR code and a <a href="https://bitly.com/a/sign_in?rd=/a/bitlinks" target="_blank">bitly</a> link so that people could easily get onto<a href="https://docs.google.com/document/d/12cRCVn5W1Wr4SlMrU8gW9cUcGIrgciDMj0Lr8GasZ-4/edit?usp=sharing" target="_blank"> our google doc</a> in order to gather information about our battle. After everyone placed their battle sheets around the school, we started to walk around, scan the signs, and put information about the battles into our notes. After the scavenger hunt, we analyzed and made conclusions based off of the information that we gathered and posted our conclusions on our class <a href="http://padlet.com/KerryHawk02/2015CTheaters" target="_blank">padlet. </a></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 8pt; margin-top: 3pt; text-indent: 36pt;">
<span style="background-color: transparent; clear: left; color: black; float: left; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-right: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We had two essential questions this unit. The first said: <span style="color: black; font-family: Calibri; font-style: italic; text-indent: 36pt; vertical-align: baseline;">Who was the ultimate victor in each of the theaters of war: East, West, Naval? </span><span style="color: black; font-family: Calibri; text-indent: 36pt; vertical-align: baseline;">The Union was the ultimate victor in the western theater. They dominated in the Siege of Vicksburg and during the Battle of Shiloh when the Confederacy ran out of supplies. The Union also dominated in the Naval theater because they had more ships and were able to put ships on the Mississippi river, such as in the Battle of Fort Henry when Union ships obliterated Confederate defenses. The ships on the Mississippi helped them to dominate in the western theater too. Lastly, the Confederacy dominated in the eastern theater during the beginning of the war due to the Union’s lack of leadership. During the First Battle of Bull Run in 1861, the Union was slow to position themselves for the battle, and the Confederacy was able to rush in and defeat them. This disaster could have been easily avoided if the Union had a general who ordered the Union to move quickly. The Union dominated in the eastern theater during the end of the war when the Confederacy began to run out of supplies and moral. The Union also dominated because of their new leadership. During<a href="http://www.history.com/topics/american-civil-war/shermans-march" target="_blank"> Sherman’s March to Sea</a>, the Union was able to try a new military tactic which confused the Confederate army, gaining the Union another victory. </span></span></div>
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<tr><td style="text-align: center;"><a href="https://lh4.googleusercontent.com/ahiqqONiNBLaQP-KJsMQc2hYhgEWDaup8-imcDw3eui9wzN2CIbSKmRIV2o-1aPCGB_eAZd_RzYWG5vezCxsuxvdi2esO4R73TIaSQv33kuyPbK20a9ET6lHmPrrXQ8vtj7V4iI" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Screen Shot 2015-03-30 at 4.23.34 PM.png" border="0" height="246" src="https://lh4.googleusercontent.com/ahiqqONiNBLaQP-KJsMQc2hYhgEWDaup8-imcDw3eui9wzN2CIbSKmRIV2o-1aPCGB_eAZd_RzYWG5vezCxsuxvdi2esO4R73TIaSQv33kuyPbK20a9ET6lHmPrrXQ8vtj7V4iI" style="-webkit-transform: rotate(0rad); border: none; font-family: Arial; transform: rotate(0rad);" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Battle of Shiloh</td></tr>
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The second essential question that we focused on this unit stated: </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What are some commonalities you can identify in the reasons for the results of the battles?</span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> One of the biggest commonalities I can identify in the battles of the Civil War is the fact that the Confederacy had a lack of supplies, which includes the number of men fighting in their troops. The Confederacy was outnumbered during the Battle of Shiloh and the Surrender of Fort Donelson. During the Siege of Vicksburg, the Confederacy had to surrender because they ran out of supplies. They also ran out of ammunition during the Battle of Hampton Roads. I also noticed that many battles were won based on military strategy, not just pure strength of troops. The Battle of Gettysburg was won because of the Union’s solid defense positions, and during Sherman’s March to Sea, the Union won because of their military tactic to divide up their troops in order to confuse the Confederacy. Supplies and good military strategies were an important part of battle during the Civil War. </span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-39627760417159555982015-03-17T17:51:00.001-07:002015-03-17T17:51:32.661-07:00The Dividing Line<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recently in History, we have been learning about the <a href="http://www.ushistory.org/us/32d.asp" target="_blank">Election of 1860</a>. We have particularly been focusing on the people’s reaction to the Election and its results. Our essential question for this unit says: How were the results of the Election of 1860 representative of the deep divisions over slavery? First, we watched a <a href="https://nerdfighteria.info/video/crashcourse/roNmeOOJCDY" target="_blank">Crash Course</a> video about the Election of 1860 and we took note of specific events or topics that were mentioned, such as the Fugitive Slave Law, Bleeding Kansas, the Dred Scott decision, and others. Then we learned about each of the Presidential candidates and their positions on slavery. Then we began making our video. We first looked at pictures that addressed important issues that led to the civil war. We used 5 images from the website called </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.civilwarinart.org/exhibits/show/causes/introduction/the-election-of-1860-and-seces" target="_blank">Civil War in Art</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. We recorded how each of these images helped to tell the story of the succession of many Southern States and of the Election of 1860. Then we found three more images that also helped to explain the Election of 1860 and what happened after it. To actually create our video, we wrote a script and put all of the images into an app called </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.educreations.com/" target="_blank">Educreations</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Then we recorded our script to explain our pictures. </span></div>
<span id="docs-internal-guid-966bcbda-2a4e-de9b-24b0-d1c0d9c3fa15"><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Our Video:</span></span><br />
<br /></div>
<iframe width="480" height="300" src="https://www.educreations.com/lesson/embed/30021275/?ref=embed&s=TCoUTq" frameborder="0" allowfullscreen></iframe> Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-75207882324984608602015-03-10T14:34:00.000-07:002015-03-10T14:34:34.542-07:00Technology Overload = Infogr.am<script id="infogram_0_the_northern_advantage" src="//e.infogr.am/js/embed.js?6qu" type="text/javascript"></script><div style="width:100%;border-top:1px solid #acacac;padding-top:3px;font-family:Arial;font-size:10px;text-align:center;"><a target="_blank" href="https://infogr.am/the_northern_advantage" style="color:#acacac;text-decoration:none;">U.S. Population in 1861</a> | <a style="color:#acacac;text-decoration:none;" href="https://infogr.am" target="_blank">Create infographics</a></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To better understand the advantages and disadvantages of the Union and Confederacy, I created an infogram to organize the information. Infogram is an online tool that is used to create infographics. I concluded that the North (or the Union) had an advantage in the civil war because of the resources that they possessed. The first graph I added to my infogram shows the population of the North vs. the population of the South. It shows that the North has a much bigger population than the South. The larger population is an advantage to the North because they have more people to serve in the military as well as enough people to keep everything running at home during the war. I also added a chart which showed three comparisons between the North and South. The first compared the number of industrial workers in each part of the country. It shows that the North had more industrial workers than the South. The second comparison showed the value of manufactured goods in the North and South. The North’s manufactured goods were much more valuable than the South’s. By knowing that the North had more industrial workers and that their manufactured goods were of more value than in the South, one can infer that the North had more factories and that because of these factories, they had an advantage. They could make more goods to supply their troops. The North also had more railroad track mileage than the South. This allowed the North to be able to transport food, supplies and people easier and faster than the South. </span></div>
<span id="docs-internal-guid-fbd27257-059a-5e66-6a80-943943164a78"></span><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In addition to the charts, I also included some important statistics. While the North had the most advantages before the civil war, the South did have a few advantages of their own. The South housed the majority of the military colleges in the United States. Therefore, most military generals, having gone to these schools, supported the South. The South also grew all of the United States’s cotton. The North needed this cotton to make textiles in their factories, so the South had an advantage with cotton. But the North also grew more corn than the South. Lastly, I included the statistic that stated that 2.5 million slaves worked directly in agriculture. I included this statistic because I found it interesting and shocking. </span></div>
</div>Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-76074914287671484152015-03-07T09:40:00.004-08:002015-03-07T09:40:47.113-08:00Elephants are Pretty Big<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During the early 19th century, slavery was a very controversial topic. Southern states supported and allowed slavery and the spread of slavery, while Northern states discouraged and prohibited slavery and its spread. In 1820, when Maine wanted to be a free state, Missouri was created to balance the 11 slave states with 11 free states so that slavery and antislavery views were equally represented in the senate. The <a href="http://www.history.com/topics/missouri-compromise" target="_blank">Missouri Compromise</a> was created so that all new territory north of 36 degrees, 30 minutes latitude would be free in the future, with the exception of Missouri. Many people had differing views about slavery and it was a big deal. But many people tended to ignore this uncomfortable topic.The debate over slavery was the ‘elephant in the room’ for American politics during the early 19th century.</span></div>
<b id="docs-internal-guid-c06cf677-f529-dc05-03cf-e379a9c0e888" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://1.bp.blogspot.com/-WPT5XfCnvuE/VPswVRKCN2I/AAAAAAAAD3w/AMaRTa-LWaQ/s1600/IMG_0651.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-WPT5XfCnvuE/VPswVRKCN2I/AAAAAAAAD3w/AMaRTa-LWaQ/s1600/IMG_0651.JPG" height="298" width="400" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To learn about slavery and about how many people during the early 19th century avoided the topic, we analyzed different events and created a timeline. This timeline shows the different events we learned about from the early 19th century, and the causes or results of these events. Events located above the centerline supported the antislavery views of the North while the events located below the centerline supported the South’s proslavery views. </span></div>
<b style="font-weight: normal;"><br /></b>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-l1bqZmNIFD8/VPs35IVIvPI/AAAAAAAAD4c/aeIicrhfLZU/s1600/kansas%2Bneb%2Bact.PNG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-l1bqZmNIFD8/VPs35IVIvPI/AAAAAAAAD4c/aeIicrhfLZU/s1600/kansas%2Bneb%2Bact.PNG" height="231" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Kansas- Nebraska Territory</td></tr>
</tbody></table>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As the United States acquired more land in central and western North America, new territories were created. The Kansas and Nebraska territories were created in Central North America. Soon, the Kansas-Nebraska Act was passed stating that the Kansas and Nebraska territories would be created without any mention of slavery. It was decided that when the people in these areas applied for statehood, the people would vote to determine whether the new state would be a slave state or a free state. This new act nullified the Missouri Compromise. In this instance, slavery was ‘the elephant in the room’ because the government never made a final solution to the problem of free vs. slave states. They only made temporary changes and kept putting off the problem of slavery. As a result of the Kansas- Nebraska act, people with proslavery and antislavery views rushed to settle in these new territories in hopes that the new state would be a free or a slave state, depending on their views. The Kansas- Nebraska act benefited both proslavery and antislavery views. In 1856, the Kansas territory was referred to as ‘Bleeding Kansas’. Proslavery settlers and antislavery settlers each set up different capitals in the Kansas territory. Each group believed that theirs was the legitimate capital, and the two opposing sides didn’t acknowledge the other capital. Topeka, Kansas was the antislavery capital and Lecompton, Kansas was the proslavery capital. In the back of their minds, these settlers knew about the two contradicting capitals, but by refusing to publicly acknowledge this problem once again made slavery ‘the elephant in the room’. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In Senator Charles Sumner’s speech “<a href="http://www.edline.net/files/_BWH0Y_/275ded180157fe093745a49013852ec4/The_Crime_Against_Kansas.pdf" target="_blank">The Crime Against Kansas</a>,” Sumner attacked Southerners for forcing slavery on the Kansas territory. In this speech, Sumner also made bold insults against Andrew Butler, the senator of South Carolina. As a result of these insults and for his antislavery views, Andrew Butler’s nephew, Preston Brooks, beat Sumner with his cane. This is referred to as ‘the Caning of Charles Sumner’. There were many onlookers to Sumner’s caning, but none intervened to stop this. Brooks wasn’t punished either. The failure of the onlookers to do anything about Brooks beating Sumner proves that the topic of slavery was ‘the elephant in the room’ in American politics. People knew what had happened, but no one acknowledged it publically. </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the Lincoln- Douglas debates on the 1850s, majority rule and minority rights were two of the most important topics. Abraham Lincoln and Senator Douglas had differing opinions about this. Douglas believed that the majority should be able to rule as they wish while Lincoln believed that the majority should not have the power to deny the minority their rights. By talking about majority rule and minority rights, Lincoln and Douglas were referring to whether or not the people should be able to decide if the new territories would be considered free or slave states. They spoke about this controversial topic without really directly mentioning slavery. Once again, slavery is ‘the elephant in the room’ in American politics. </span></div>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During the 1800s, the debate about slavery vs. antislavery was constantly looming over those living in the United States. But within the government, decisions about slavery, especially about slavery’s boundaries, was constantly changing. The decisions made by the government were temporary and never really addressed slavery completely. The decisions never solved the problems. People during this time didn’t publically acknowledge the problem that existed between those who supported slavery and those who didn’t. Everyone knew about this problem, but it wasn’t discussed or solved. Slavery was the ‘elephant in the room’ for Americans during the 1800s. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-5Bq1ItwE6uI/VPszKf46C1I/AAAAAAAAD4M/YFOtLRyQMew/s1600/timeline%2Bevents.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-5Bq1ItwE6uI/VPszKf46C1I/AAAAAAAAD4M/YFOtLRyQMew/s1600/timeline%2Bevents.PNG" height="520" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is the key to the timeline, it explains the events on the timeline above.</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-77797515041099387832015-02-24T17:02:00.004-08:002015-02-24T17:02:49.808-08:00Half a Person: Do You Want the Top or Bottom Half?<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Slavery became economically ingrained in American society during the 19th century. Slaves brought to the United States from Africa were needed for many tasks in the southern United States. Slaves worked in the fields, picking and growing crops, they served as blacksmiths, potters and weavers and they worked in the homes of their owners. As the 19th century progressed and the cotton gin was invented, slaves played a vital role in the Industrial Revolution which fed into America’s exports. Slaves were especially needed to grow and pick cotton so that it could be used in textile factories in the northern United States. As the demand for textiles increased, the demand for cotton grew, and the demand for more slaves to grow the cotton increased. Those living in the southern United States depended on slaves to work in their fields and homes, and to make them money. People living in the northern United States depended on slaves to grow the cotton that was needed for their factories, so that they could make money. As a whole, the United States economically depended on slavery during the 19th century. </span></div>
<b id="docs-internal-guid-ccba2ad8-be3a-663c-f569-0a22c5894f73" style="font-weight: normal;"><br /></b>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-0Dt4I1taLwo/VO0d44gpd5I/AAAAAAAAD3I/TnHnzX0fPIU/s1600/cotton%2Band%2Bslavery%2Bcomparison.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-0Dt4I1taLwo/VO0d44gpd5I/AAAAAAAAD3I/TnHnzX0fPIU/s1600/cotton%2Band%2Bslavery%2Bcomparison.PNG" height="256" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span id="docs-internal-guid-ccba2ad8-be3d-64bb-2c75-55b6d8005b3d"><div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span id="docs-internal-guid-ccba2ad8-be3e-078c-7762-22dac7cbe322"><span style="font-family: Arial; font-size: 12px; vertical-align: baseline; white-space: pre-wrap;">These maps show the population of slaves (brown) in 1790 and 1860 compared to the </span></span></div>
<div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="line-height: 1.38;"><span style="font-family: Arial; font-size: 12px; vertical-align: baseline; white-space: pre-wrap;">amount of cotton grown in 1790 and 1860. As the amount of cotton being </span></span><span style="font-family: Arial; font-size: 12px; line-height: 1.38; white-space: pre-wrap;">produced in</span></div>
<div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial; font-size: 12px; line-height: 1.38; white-space: pre-wrap;"> the U.S. increases, the number of slaves found in the areas that cotton is being</span></div>
<div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial; font-size: 12px; line-height: 1.38; white-space: pre-wrap;"> produced increases. Slaves were needed to grow cotton for the Northern textile factories.</span></div>
<div>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
</span></td></tr>
</tbody></table>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A system of slavery based on race greatly affects human dignity. Slaves were considered to be property by their owners and by the U.S. Constitution during the 19th century. Article 4, Section 2, Clause 3 of the United States Constitution states:</span></div>
<b style="font-weight: normal;"></b><br /><b style="font-weight: normal;"></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.</span></div>
<b style="font-weight: normal;"></b><br /><b style="font-weight: normal;"></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This clause is clearly stating what should happen if a slave were to run away. If a slave runs away from the their owner and flees into another state, they will not be freed. Instead, they will be returned to their owners. They are still their owner’s property. </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Article 1, Section 2, Clause 3 of the United States Constitution refers to a slave as less than one person.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This clause explains that the amount of money paid as taxes in an individual state depends on the state’s population. Each free person is considered to be one person. Each indentured servant is considered to be one person. Native Americans are not counted as any people, and each slave is considered to be three fifths of a person. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">By referring to a person as property or as less than one person, slaves are not treated with dignity. They were still human beings, but they were being treated like they were less than human.</span></div>
<br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">A system of slavery like that of the United States during the 19th century tends to ignore the fact that no matter the heritage, color, or social standing of a person, all people deserve to be treated equally with the same rights and privileges as those around them. It tends to ignore the fact that a slave’s dignity and a freed person’s dignity are fundamentally the same. </span></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-39627399890755485492015-02-01T10:26:00.000-08:002015-02-01T10:28:13.302-08:00Stereotypes<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During the mid 19th century, women began to speak out about how they were treated in society. Many things were expected from women during the mid 19th century. They were not only expected to take care of the home, but they were also expected to cook for their family and husband, clean the house, keep the children calm and obedient, mend clothes and educate the children, etc. There were also many laws and practices in effect that clearly prove that men were viewed as superior to women during and before the 19th century. By law, women weren’t allowed to own land, divorce their husbands, or vote or sign legal documents. All of a wife's possessions belonged to her husband and if a father were to die, his wife could have her children taken away from her by law. Men were also legally allowed to beat their wives in some states. Women teachers only got paid thirty to fifty percent of what male schoolteachers, men with the same job, did, and it was considered improper for a woman to speak in public. Woman began to take action in order to gain more rights. People reacted in many different ways to their demands for equality. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As women began to realize that there was a need for change, they created </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://ecssba.rutgers.edu/docs/seneca.html" target="_blank">The Declaration of Rights and Sentiments</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. In this declaration, they addressed problems with the common laws and practices that gave men more rights than women. In this declaration, women addressed problems with mid 19th century society and possible resolutions to these problems concerning women's rights. The laws during the 19th century disrespected women, and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Declaration of Rights and Sentiments</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> wanted to change the common view of women and their reputation. In reaction to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Declaration of Rights and Sentiments</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, the </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.loc.gov/exhibits/treasures/images/vc006197.jpg" target="_blank">North Star</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> newspaper supported the views of the women reformers. The newspaper article says, “Standing as we upon the watch-tower of human freedom, we cannot be deterred from our approbation of any movement, however, humble, to improve and elevate the character and condition of any member of the human family.” The </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>North Star</i></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> is saying that they are a newspaper that supports all people. They want all humans to have the same rights which includes the rights of slaves and all women. While the </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>North Star</i></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> favored women's rights, </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.loc.gov/exhibits/treasures/images/vc006200.jpg" target="_blank">The Mechanic’s Advocate</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> published an article that was completely against women's rights. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Mechanic's Advocate</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> says,</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“But there were two most potent reasons why women should be in subjection:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1st. Adam was made before Eve. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2nd. Eve sinned before Adam. Now, there is no escape for woman here, for if she is older than her husband, then of course she must be subject to him, because she must have sinned first. If on the contrary she be younger, she must be subject to him because he was made first."</span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Some people, such as those who published this article in </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Mechanic's Advocate,</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> did not agree that women should have the same rights as men. They didn't even want women to have any more rights that they already had. Some members of society reacted with support to women's demands for equality, others strongly opposed it. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://ytimg.googleusercontent.com/vi/B8gz-jxjCmg/0.jpg" frameborder="0" height="266" src="http://www.youtube.com/embed/B8gz-jxjCmg?feature=player_embedded" style="clear: left; float: left;" width="320"></iframe> S<span style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">ociety has come a long way from the 19th century belief that women should be caregivers and keepers of the home, but there is still a lot of work to be done in 2015. Society still reacts differently to men and women in the 21st century. In 2015, it is considered an insult to be called a girl. This shows how men are viewed to be superior than women still in the 21st century. There are still stereotypes for men and women in 2015 that have stemmed from the gender roles of the 19th century. Men are taught to be 'manly' and 'tough' and not to let their emotions show. Women are supposed to fit perfectly into society's image of beauty that is neither realistic or helping the reputation of women today. They are still supposed to be caregivers and homemakers too. In a commercial by Pantene, the way men and women are viewed while doing the same jobs is investigated. I definitely agree with this commercial and I know that not everyone feels the same way about</span><a href="https://www.google.com/search?q=define+feminism&oq=define+feminism&aqs=chrome.0.0l6.3686j0j7&sourceid=chrome&es_sm=93&ie=UTF-8" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;" target="_blank"> feminism</a><span style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">. I also believe that in 2015, more people need to address the issue of stereotypes for men in addition to the stereotypes for women. I don’t think that men’s stereotypes are getting enough attention. I believe that once men are able to live their lives without fitting into a stereotype, women will also be able to. 21st century society still reacts differently to men and women.</span><br />
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
This is another video about how 'being a girl' is considered an insult in 2015.<br />
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-76605767730045413532015-01-19T19:19:00.000-08:002015-01-19T19:19:13.870-08:00Consequences <div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“The friends of Temperance in this State have for years been striving to drive the evil effects of intoxicating drinks from our Commonwealth. They saw that this was by far the most appalling evil in our land, more than three-fourths of the crime and vagrancy, and more than seven-eighths of the cases of bloodshed and murder in our State and country being traceable directly to this source…They saw, too, that this evil caused if possible, more suffering to thousands on thousands of poor, heart-broken wives, and innocent but forsaken children, than to the deluded drinker himself.” </span></div>
<b id="docs-internal-guid-8c193f02-0553-a9c1-6e45-0ddbd71bba2a" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Barnum, P.T..Appeal to the Democratic Voters of Connecticut. The Maine Law Advocate---- Extra, New Haven, Conn. March 26, 1852. Roy Rosenzweig Center for History and New Media. </span><a href="http://chnm.gmu.edu/lostmuseum/lm/44/" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://chnm.gmu.edu/lostmuseum/lm/44/</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. January 19, 2015.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">P.T. Barnum clearly supports the temperance movement. This is clear because of his use of logic and evidence to prove his point. He gives evidence as to why intoxicating drinks are a problem in Connecticut. He says that intoxicating drinks have led to, “more than three- fourths of the crime and <a href="https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=vagrancy" target="_blank">vagrancy</a>, and more than seven- eighths of the cases of bloodshed and murder in our State.” He is saying that crime, homelessness, bloodshed and murder are all bad things, and that intoxicating drinks lead to bad things. It is also clear that he supports the temperance movement by calling the effects of intoxicating drinks “evil” and by saying that intoxicating drinks cause the wives and children of the men who drink to suffer more than the man who drinks. In this article, <a href="http://www.biography.com/people/pt-barnum-9199751" target="_blank">P.T. Barnum</a> is trying to persuade people that intoxicating drinks are bad and unhelpful. He is trying to persuade them to believe that temperance is the answer. When this article was printed in </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The New Haven Advocate</span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in 1852, there was a problem in America with drinking. Many men drank a lot of alcohol and oftentimes, this would lead to them hurting their wives and children. The Temperance Movement was becoming more and more popular at this time. Temperance is a movement in which people were encouraged to drink alcoholic beverages in moderation, or maintain total abstinence from them. This document proves that alcohol consumption was a big problem during the mid- 19th century. If it wasn't a big problem, then the proposal of temperance would have never have been published in a public newspaper. The statistics in the document, such as the ones about crime and the examples of family life, make a good case for temperance but only give a one-sided view of the drinking problem in America during the 19th century. </span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-64273755922756103092014-12-14T15:46:00.000-08:002014-12-14T15:46:14.087-08:00Jackson vs. Indians<div dir="ltr" style="text-align: left;" trbidi="on">
<span id="docs-internal-guid-83d24440-4b2b-7c67-8ce6-5d679f1c500d"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">This week in History, we learned about Andrew Jackson, the seventh president of the United States. Our job was to determine whether or not Andrew Jackson really was “the people’s president”. To determine this, my group was assigned to analyze sources about Indian Removal. In 1830, Jackson proposed the Indian Removal Act to Congress, and eventually the Indians were forced to leave their homes and move to present day Oklahoma. Jackson wanted the Indians to move because he wanted to create more room for the European settlers. In this situation, Jackson supported everyone but the Indians. Jackson also didn't approve of the concentration of rich people running the National Bank, so he vetoed the National Bank’s efforts to continue and shut them down. Jackson did this to support the middle and lower economic classes. He wanted the poor to be able to have more say in how loans were given out by the government. This shows that Jackson supported the common man. Although Jackson supported the common man, he also created the spoils system which rewarded his supporters with government jobs. This kept President Jackson in power and kept those who supported him close by. But his supporters took advantage of their jobs sometimes. In this instance, Jackson is also the people’s president for giving his people jobs. Overall, Jackson’s reputation as the people’s president is deserved, although I am not personally a fan of the spoils system because the system wasn't based on <a href="http://en.wikipedia.org/wiki/Merit_system" target="_blank">merit</a>. Below is my group’s project about Andrew Jackson and the Indian Removal Act.</span></span></div>
<iframe src="https://docs.google.com/presentation/d/1950_cxEBOPB6tK4svRfiv5WiwX25Qslrz84W8lw3pz8/embed?start=false&loop=false&delayms=5000" frameborder="0" width="960" height="569" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-55131235067170646232014-12-03T17:21:00.001-08:002014-12-10T15:42:58.174-08:00Why Can't Women Vote?<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So far this week in Honors History 10, we have been learning about the Rise of Democracy in the United States during the 1800s. Our essential question is: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How should we define democracy? How democratic was the United States in the early 1800s?</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> We defined democracy as a system of government in which the whole population participates. In order to decide how democratic the U.S. was in the early 1800s, we analyzed sources. One source was a painting by George Caleb Bingham. It depicted a scene which showed an election during the 1800s which people didn't seem to be taking very seriously. There were also two charts which held data about the early U.S. One had information about the property requirement for voting, and the other had information about how states elected officials throughout the 1800s. In addition to these sources, we looked at an annotation and letter from Thomas W. Dorr who fought to give the poor the same voting rights as the rich in Rhode Island during the 1800s. Lastly, we looked at two quotes, one by Benjamin Franklin, and the other by Norton Townshend. Both believed that all men should be given the chance to vote. Overall, the early United States wasn't very democratic, but it improved as time went on. We created a project to prove why the United States wasn't democratic. We used a website called <a href="http://glogster.com/" target="_blank">Glogster</a> to create our digital poster.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; font-size: 15px; line-height: 17.25px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<span id="docs-internal-guid-597cd1f1-12df-ed70-c57f-46977dd748bd"><br /></span></div>
<iframe frameborder="0" height="1300" marginheight="0" marginwidth="0" scrolling="no" src="http://edu.glogengine.com/view/N772wBPOqXsMbYSh15CH:6jibud8muii98n4ujh54soh" style="overflow: hidden;" width="960"></iframe></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-45271900755360924192014-11-24T14:24:00.002-08:002014-11-24T14:26:42.380-08:00Almost There<div dir="ltr" style="text-align: left;" trbidi="on">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-jqKhZTIOLl0/VHOr8okwGHI/AAAAAAAAD0o/V27RTVglXnE/s1600/latin%2Bamerica%2Bpie%2Bchart.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-jqKhZTIOLl0/VHOr8okwGHI/AAAAAAAAD0o/V27RTVglXnE/s1600/latin%2Bamerica%2Bpie%2Bchart.jpg" height="208" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This pie- chart shows the Race as Percent of the <br />
Population of Latin America. A person's race determined<br />
their social status and what rights they had. </td></tr>
</tbody></table>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This week in History, we have been learning about the Latin American Revolutions. The essential question that we have been focusing on is: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why is it essential to acknowledge human value regardless of race? How are the events in the Latin American Revolutions evidence of this social imperative?</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> This question is important to think about because it pertains to the dignity of human beings. Everyone should be treated with equal dignity and the Latin American Revolutions show evidence that this is a widespread belief. To study the Latin American Revolutions, our class looked at three specific revolutions. The revolution of Gran Colombia, Brazil and Mexico. My group began by looking at the revolution in Gran Colombia. We created a basic timeline of events based on a reading we were given. We also created a pie chart to show the race of the population. After this, we met up with the other groups who had created timelines for Mexico and Brazil’s revolutions and exchanged notes. We created simple statements that told of the similarities and differences between the three revolutions.</span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-9ZnQU8tNGPw/VHOuWnhMFtI/AAAAAAAAD1A/Kzq8PJthaNU/s1600/Timeline.PNG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-9ZnQU8tNGPw/VHOuWnhMFtI/AAAAAAAAD1A/Kzq8PJthaNU/s1600/Timeline.PNG" height="206" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our Timeline of the Revolutions of Gran Colombia.</td></tr>
</tbody></table>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our groups organized our information about the Gran Colombia revolution by creating a timeline. After exchanging notes with the groups who gathered information about the Mexican and Brazilian revolutions, we decided on two similarities between the three, and two differences. One similarity was: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The mother European countries take control of their colonies and prevent them from gaining independence. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In this instance, Spain was preventing Gran Colombia and Mexico from gaining their independence, and Portugal was preventing Brazil from gaining its independence. Secondly,</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> all three countries were successful in gaining their independence from their European countries.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Although this independence may have been short lived, Mexico, Colombia and Brazil were independent countries at some point during the time around when they were having revolutions, and they are all separate countries today. Next we created two statements that showed how the revolutions were different from one another.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They all took place in different parts of Latin America. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The revolution of Gran Colombia took place in Northwestern South America, Brazil’s revolution took place in current day Brazil, Northeastern South America and the Mexican revolution took place in present day Mexico, central America. Next, </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">all three revolutions had different leaders fighting for independence.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-BhRiiKwA9Kw/VHOu-pK1NnI/AAAAAAAAD1I/bOgRdPwVHzQ/s1600/bazil%2By%2Bcolombia.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-BhRiiKwA9Kw/VHOu-pK1NnI/AAAAAAAAD1I/bOgRdPwVHzQ/s1600/bazil%2By%2Bcolombia.PNG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A map of South America that shows Gran<br />
Colombia and Brazil in 1830. To the<br />
north is Mexico.<br />
(http://www.historyworld.net/wrldhis/<br />
plaintexthistories.asp?historyid=ab81#ixzz3IOpbzdeQ)</td></tr>
</tbody></table>
The leader of the Gran Colombian revolution was Simon Bolivar. Pedro I led Brazil and Miguel Hidalgo and Augustin de Iturbide lead the Mexican revolution. In all three countries ‘race’ was an issue. In Brazil, Pedro "surrounded himself with Portuguese-born cabinet ministers." Other elites weren't allowed to be part of the government because they weren't Portuguese. Also in Mexico, "Mexicans or mixed or pure Indian blood would have lesser rights.", under the rule of Iturbide. The people of both countries who didn’t fit into these races weren’t happy. Lastly, in Gran Colombia, Bolivar came from aristocrats and was wealthy but he was raised by slaves. This changed his views to support the people who had been oppressed in Gran Colombia. People fought for independence, but they also fought for equality of race in each of their respective countries.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Today, there are still judgments made based on race. In Ferguson, Missouri there is a situation in which a police officer shot and killed an unarmed 18 year old. An article about the situation says,</span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“</span><span style="background-color: white; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The panel has been considering charges against Darren Wilson, the white suburban St. Louis officer who fatally shot the black 18-year-old after a confrontation in August.” </span></div>
<span id="docs-internal-guid-2812c473-e3d3-cc4e-36f6-33804012d3d9"></span><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This situation would not have been such a big deal, and there wouldn’t have been as many protests if, say, a black man shot a white man, but because of race and because of the long- ago, outdated, and wrong belief that white people are superior to any other race, there is a problem in Ferguson. It is still important to consider the issue of race in our lives today. Not too long ago, in the 1960s, race was a huge issue. There was a lot of segregation, especially in the south and African American people were looked down on and treated horribly. We have come a long way since the 1960s, but we aren’t quite there yet, as proved by the issue in Ferguson. </span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-2936747876900223002014-11-21T10:46:00.001-08:002014-11-21T10:46:22.244-08:00Fighting for Your Beliefs<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">People have fought, and continue to fight for their beliefs every day. Although some beliefs aren’t considered morally right, such as Hitler’s belief in a ‘perfect race’, Hitler still fought for this belief. Toussaint L'Ouverture and the people of Saint Domingue (known today as Haiti) which is the western ⅓ of the large Caribbean island of Hispaniola, fought for an end to slavery in Saint Domingue. Toussaint L'Ouverture was originally a slave who was freed by his owner. He played an important role in abolishing slavery in Saint Domingue. He was seen as a liberator of slaves, a military commander, and as the ruler of Saint Domingue. Toussaint L'Ouverture should be remembered primarily as a liberator of slaves and next as the ruler of Saint Domingue and a military leader.</span></div>
<b id="docs-internal-guid-ca2acfb2-d3a9-e6fb-9412-0eca38c9d34c" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toussaint L'Ouverture should be remembered, most importantly as a liberator of slaves. At the beginning of the fight for freedom in Saint Domingue, “Toussaint joins the revolution and serves as a doctor to the troops; he also commands a small detachment of slave soldiers.” (A) Toussaint, who was a freed slave, joined the revolution to fight for freedom for the slaves. After Robespierre, the ruler of France at the time, abolishes slavery in Saint Domingue, “Toussaint and his troops stop their revolt and now support the French.” (A) It might seem that Toussaint is switching sides, but in reality, he is supporting whoever abolishes slavery. In this instance, France is supporting the abolition of slavery in Saint Domingue, so Toussaint supports the French. He supports whichever side his goals align with. After slavery is abolished in Saint Domingue, the French Directory replaces Robespierre, who had previously abolished slavery in Saint Domingue. There is now a fear that the French Directory will reinstate slavery in Saint Domingue. In response to this threat, Toussaint sends a letter to the French Directory. He tells the Directory that the people have experienced liberty and can’t go back into slavery. He then goes on to threaten France by saying, “We have known how to confront danger to our liberty, and we will know how to confront death to preserve it.” (B) Toussaint is threatening France and stating that if the freedom of the people of Saint Domingue is threatened, then the people will fight back, and that they already know how. He is working to keep the former slaves free. Everything else Toussaint did, as a military leader and as a ruler of Saint Domingue, was to preserve the freedom of the people in Saint Domingue. Toussaint’s most important role was his role as the liberator of slaves in Saint Domingue.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toussaint should be remembered as a ruler of Saint Domingue. After defeating the British, Toussaint becomes the ruler of Saint Domingue. This is stated officially in The Saint Domingue Constitution of 1801: “Toussaint- L'Ouverture, Chief General of the army of Saint- Domingue and… he is entrusted the direction thereof for the remainder of his glorious life.” (C) This makes Toussaint the official ruler of Saint Domingue. Toussaint was part of the group that created the constitution, he was actually in charge of it. Part of the constitution states, “There cannot exist slaves in this territory… all men are born, live and die free and French.” (C) As ruler of Saint Domingue, Toussaint is able to make sure that slavery is abolished. He has accomplished what he has been fighting and working for. The constitution also addresses culture and commerce. Throughout this constitution, Toussaint is looking out for multiple aspects as to how Saint Domingue will develop without slavery. In the “Proclamation, 25 November 1801” Toussaint is creating laws and consequences for the people of Saint Domingue to abide by. He states, “As soon as a child can walk, he shall be employed on the plantation according to his strength in some useful work.” (D) He is making the point that everyone must work in order for Saint Domingue to succeed without slavery. He then continues and says, “Any individual… intending to incite sedition [actions against the authority of the nation] shall be brought before a [military court] and be punished in conformity with the law.” (D) Here, he is stating that anyone who breaks the laws will be punished. One of his most common punishments for breaking the law is prison. In 1801, a revolt broke out in Saint Domingue. Some people believed that Toussaint’s labor policy was cruel and that he was becoming too friendly with the white planter class. In response to this revolt, in which the rebels massacred and whites that they came across, Toussaint “summoned certain men to step out of the ranks and blow their own brains out.” (E) Toussaint put down the revolution very quickly and showed that this behavior wasn’t allowed in Saint Domingue without consequences. He then took the rebel leader and had him “brought before a firing squad.” (E) Toussaint showed that there was no tolerance for law breakers in Saint Domingue, and that anyone who broke the law would be punished accordingly. Toussaint should be remembered secondly as a ruler of Saint Domingue. </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toussaint L'Ouverture should also be remembered as a military leader. At the beginning of the fight for freedom, Toussaint is a doctor and a commander of a small group of soldiers while fighting against the French. He trains his soldiers in both European style combat and guerrilla tactics. (A) European style combat is known as shoulder to shoulder combat, while guerrilla tactics is an ambush, then retreat style of warfare. He gains a reputation for teaching his soldiers both styles of war. As a commander, Toussaint is described, “His superior knowledge of the character of his race, his humanity, generosity, and courage, had gained the confidence of all whom he had under his command.” (F) Toussaint was a great military leader. Instead of controlling the people, he gained their trust. When the British attacked Saint Domingue because they were nervous about the idea of the abolition of slavery being adopted in their colony of Jamaica, Toussaint helped to defeat them and became the ruler of Saint Domingue. After this, when France tries to reinstate slavery in Saint Domingue, Toussaint is captured and sent back to France, where he dies, but, “Victorious over the French, a free Haiti declares independence.” (A) This independence was made possible by the military leadership of Toussaint L'Ouverture. Toussaint is remembered as a military leader in Saint Domingue.</span></div>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toussaint L'Ouverture was a military leader and the ruler of Saint Domingue because he found it necessary to free slaves and preserve the freedom of the people of Saint Domingue. He should primarily be remembered as a liberator of slaves. Although he created The Saint Domingue Constitution of 1801 and was the ruler of Saint Domingue, he got to this position because he freed the people of Saint Domingue from slavery. Toussaint was also only a military leader when it was necessary to free, and preserve the freedom of the people of Saint Domingue. Overall, Toussaint L'Ouverture should most importantly be remembered as a liberator of slaves and next as the ruler of Saint Domingue, and then as a military commander. </span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-80473308287413659032014-11-10T18:39:00.004-08:002014-11-10T18:39:44.894-08:00Getting What You Want<div dir="ltr" style="text-align: left;" trbidi="on">
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-MgNq5qwTGZA/VGF1E4xkL8I/AAAAAAAADyI/FCJP8r7l9Ns/s1600/history%2Bsurveymonkey.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-MgNq5qwTGZA/VGF1E4xkL8I/AAAAAAAADyI/FCJP8r7l9Ns/s1600/history%2Bsurveymonkey.PNG" height="307" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A question from our survey that asked "Rate the Frankfurt Assembly."<br />Most people said that it was a partial failure, which is correct. </td></tr>
</tbody></table>
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This week (and a half) our class has been learning about the revolutions of 1830 and 1848. In order to learn about the revolutions of 1830 and 1848, our class began by looking at a statement from Alexis de Tocqueville. He basically stated the rights of the people in Europe had been suppressed because of the changes that the Congress of Vienna made, such as instating the holy alliance, the balance of power, the principle of legitimacy and the principle of intervention. He then continues on to say that people will hear of new ideas that allow people to have more rights and these ideas will spread throughout Europe. After this, we created a Success-Failure timeline. We decided what general things would constitute a revolution to be a success, a failure, a partial success or failure, or neutral. Then, we looked at a quote from Klemens von Metternich. He said, “When France sneezes, Europe catches a cold.” Based on this statement, our group predicted that the eruption, the revolution, will begin in France. We said this because we knew that the French had a history of revolting to get what they wanted. We were right. This was the basis for our essential question: Were the revolutions of 1830 and 1848 really failures as many historians have concluded? </span></div>
<b id="docs-internal-guid-c3e970eb-9caf-2c85-c6ba-f93ff0214765" style="font-weight: normal;"></b><br /><b id="docs-internal-guid-c3e970eb-9caf-2c85-c6ba-f93ff0214765" style="font-weight: normal;"></b>
<br />
<div dir="ltr" style="line-height: 1.428571; margin-bottom: 8pt; margin-top: 0pt;">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-FrhJCkRNIPw/VGF1FFFD6FI/AAAAAAAADyQ/0BS8d-la1fI/s1600/knkcf.PNG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-FrhJCkRNIPw/VGF1FFFD6FI/AAAAAAAADyQ/0BS8d-la1fI/s1600/knkcf.PNG" height="320" width="309" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our question: "Why was Frederick William IV considered the enemy of<br />the Frankfurt Assembly?"<br />The answer: He refused to accept the German crown and constitution.</td></tr>
</tbody></table>
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After the background information, our class broke up into groups. In these groups, we were assigned a particular revolution to study. My group was assigned to study the Frankfurt Assembly. After analyzing it, we had to create a survey for our classmates to take based on the Frankfurt Assembly. We used a tool called <a href="http://www.surveymonkey.com/" target="_blank">SurveyMonkey</a> to do this. You can view our survey <a href="https://www.surveymonkey.com/s/MRFT78H" target="_blank">here</a>. We looked at many primary sources in order to analyze it. The Frankfurt Assembly took place in present day Germany during 1848. During this time, the German states were trying to create a constitution for themselves. They were trying to create something fair, that gave the people more rights. The question was, should they become a part of Austria, Prussia, or become their own country? In Johann Gustav Droysen’s speech to the Frankfurt Assembly, he said "Prussia desired German unity in order to supply the deficiencies of her own power. Already Prussia is Germany in embryo. She will "merge" with Germany. . ." He is explaining that Prussia wants to control the German states. The people then created a constitution and proposed it to the King of Prussia, Frederick William IV. He rejected the constitution because the people who wrote it were “from the gutter”, in other words, the constitution came from the common people, not from nobility. It is stated by B.S. Berendsohn that, "Frederick William IV tries to shut the door on the representatives’ demands for a democratic constitution." It is clear that Frederick William IV is against the people’s demands and by rejecting this offer, Frederick William IV becomes the enemy of the revolution. Frederick William IV sends troops into the Frankfurt assembly to break it up. This is where the constitution presented to the king came from. The troops win against the people because the assembly didn’t have an army to defend themselves, most people end up dead, in prison or have fled to the U.S. because of its more democratic government. As a result of all this, William IV created his own constitution which gave him more power. </span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-5oiY4-Fdd7c/VGF1FIXTdoI/AAAAAAAADyM/bL9X49Zp93U/s1600/surveymonkey.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-5oiY4-Fdd7c/VGF1FIXTdoI/AAAAAAAADyM/bL9X49Zp93U/s1600/surveymonkey.PNG" height="316" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From our Survey, our question said, "What happened to the<br />Frankfurt Assembly?<br />Most people were correct in answering that William IV sent in<br />troops and disbanded the assembly. </td></tr>
</tbody></table>
<span style="font-family: Calibri; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Only some of the revolutions of 1830 and 1848 really were failures such as historians have concluded. The Decembrist Revolt was a miserable failure. By the end of the revolt, Tsar Nicholas was forced to shoot down his own people to put down the rebellion in Russia. He said, “I saw that I must either take it upon myself to spill the blood of a few and almost surely save everything, or spare myself at the cost of definitely sacrificing the state…. At that point, seeing no other alternative, I ordered “Fire!””He shot down his own people instead of sacrificing himself for his country. The people lost and were shot down. This revolt was a miserable failure. Although the Decembrist revolt was a failure, the French Revolution of 1830 wasn’t a complete failure. The Declaration of the Chamber of Deputies in 1830 said, “the preamble of the Constitutional Charter is suppressed, as wounding the national dignity, in appearing to grant to Frenchmen the rights which essentially belong to them.” This is stating that the French people gained some rights due to their efforts, the revolution. The French Revolution of 1830 wasn’t a failure such as historians concluded, and neither was the Hungarian Revolution. During the Hungarian revolution in 1848, Koussouth stated, “The future of Hungary can never be secured while Austria maintains a system of government in direct antagonism to every constitutional principle.” Hungary was trying to gain independence from Austria, but this revolution was a partial failure because Hungary was given more rights, but these rights were short lived and Austria, with Russia’s help, soon took over Hungary again. After analyzing all of these sources, not all of the revolutions between 1830 and 1848 were such failures as historians believe. </span><br />
<br />
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-29903756926172263212014-10-27T19:14:00.000-07:002014-10-27T19:14:24.015-07:00Helpful? I don't think so...<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This week in Honors History 10, we learned about the Congress of Vienna. The Congress of Vienna met in 1814 to figure out how to recover after Napoleon’s domination of many European countries and how to redraw the map of Europe. Representatives and rulers from Austria, France, Prussia, Britain and Russia met in Austria to discuss this. Our essential question for the unit related to this: What should people in power do when their power is threatened? In order to draw conclusions, we were asked questions and were given options. We chose one of these options for the answer to the question we were asked and posted our response on <a href="http://padlet.com/" target="_blank">Padlet</a>, basically a place to post on an online wall.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Drawing of the Congress of Vienna by Jean- Baptiste Isabey<br />http://www.britannica.com/EBchecked/topic/628086/Congress-of-Vienna</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Klemens Von Metternich, the Austrian representative and host of the Congress of Vienna, along with other representatives and European rulers established the Principle of Intervention as a way to secure their power in their respective countries. The Principle of Intervention was an ideology that gave Austria, France, Prussia and Russia the power to intervene and send troops into a country in which its people were revolting. It gave these countries the right to stop revolution and restore monarchs to the throne. This ensured that monarchs would continue to rule in their respective countries. This answers our essential question because these rulers of Austria, France, Prussia and Russia used the Principle of Intervention to ensure their power even when it was threatened. The Principle of Intervention was only one accomplishment that was made at the Congress of Vienna. The Congress of Vienna undid the changes that Napoleon had made in Europe during his rule, such as conquering many countries and stealing artwork and wealth from Venice. By the end of the Congress of Vienna, the map of Europe was very different than how it had been during Napoleon’s rule, and even prior to Napoleon's rule. France had many ‘buffer’ countries around it. These countries were countries with great power and were there to ensure that no one would ever do as much damage as Napoleon had to Europe. Stolen artwork was returned to Venice and compensation was paid to some countries for their suffering during their defeat by Napoleon. The Congress of Vienna also maintained a balance of power between Russia, Prussia, Britain, France and Austria. After the Congress in 1814, there were no wars between these major powers until 1853. And lastly, the monarchy was re-established in France by the Congress, but the people of France weren't blamed for Napoleon's actions. </span></div>
<br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The decisions that the powerful people at the Congress of Vienna made were not the right decisions made for the people. This is because the powerful people of Austria, Prussia, Russia, France and Britain only cared for themselves, and for expanding and increasing their power. Under certain circumstances, monarchs should be willing to sacrifice some of their power. By implementing the Principle of Intervention, Balance of Power, Holy Alliance and the Principle of Legitimacy, monarchs gave themselves more power, protected themselves and used this power to maintain a stricter control over their people. And their subjects obviously didn't agree with some of the decisions monarchs made in their countries because they revolted, only to be put down by troops from other countries. Also, in order to make sure France never took control of Europe as Napoleon had led France to do, Austria, Prussia and Russia extended the boundaries of their countries to act as a buffer for France. By doing this, other smaller countries were ‘enveloped’. They were forced to be part of larger countries. The powerful people didn't make the right choice by suppressing their people’s rights. </span></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-22576159874753922342014-10-23T05:58:00.001-07:002014-12-03T14:51:08.924-08:00M & M's<div dir="ltr" style="text-align: left;" trbidi="on">
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This week in Honors History 10, we have been learning about ideologies. Ideology is a “system of ideas and ideals.” These ideas and ideals form theories about economic or political systems. The ideologies that we studied were liberalism, conservatism and nationalism. These three major ideologys of the 19th century greatly affected the decisions that people made and the actions they took during the 19th century. In order to learn about this, our class created projects about nationalism, liberalism and conservatism. In groups, we had to create projects to explain one of the three ideologies, and we only had one minute! My group chose to create a chatterpix. We animated five m&m's to make their mouths move. We had to explain our topic in an informative and fun way because once we were finished, we had a "throwdown". We viewed everyone's projects in class and then voted on which project was the best in each topic. (Winners got candy :)) The rest of the class then had to formulate a definition of the ideology that the project represented from the groups presentation. </div>
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View our project about nationalism <a href="http://video.videolicious.com/0804fcd7-7dfc-44ba-bd22-1014de35c1c5" target="_blank">here</a>. </div>
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<a href="http://1.bp.blogspot.com/-ceXofjFqPoA/VH-SqvDHYoI/AAAAAAAAD1o/8qjCZD5vnX8/s1600/mnms.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-ceXofjFqPoA/VH-SqvDHYoI/AAAAAAAAD1o/8qjCZD5vnX8/s1600/mnms.PNG" height="320" width="320" /></a></div>
Although the presentation seems silly because we used candy to represent nationalism, it gets the point across. In the 19th century, nationalism was the idea that a nation was bound together by their past, their language and their customs. Nationalism influenced social and political action by making Germany and Italy feel the need to unite within their respective countries while Napoleon controlled them. If people with similar customs and beliefs work together and combine their efforts, they can make progress faster, and make advancements in society. Our project is similar to the situation that arose in Italy in Germany. The m&m’s are divided because they are all different colors, just as the city- states in Italy were divided. Then the skittle (he isn’t chocolate like the m&m’s) tries to take over. The m&m’s then realize that they need to unite and gain their freedom back. The ‘people’ that had similarities combined their efforts, united and worked for a common goal. In the 19th century, people with similarities, such as those in Italy and in Germany united to fight for a common goal, to drive Napoleon out of their respective countries. </div>
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In addition to learning about nationalism, our class also learned about liberalism and conservatism. We learned that liberalism is a system of government based on rights, freedom and merit for the middle class during the 19th century. This means that liberals not only believed in rights and freedom, but that they also believed in giving jobs to those who were the most qualified instead of giving jobs to people because of their birthright. Liberals also advocated for the middle class to be able to make their own choices about contributing to the economy. This could mean that they could choose what goods they bought, sold and generally how they participated to the economy. Liberals advocated and promoted the middle class, but not the poor. They feared the poor a bit. Liberals were also against traditional ideas such as the monarchy, aristocracy and the power of the Roman Catholic Church. They wanted change for their respective countries, not for traditional values and practices to remain in place. Liberalism influenced social and political action during the 19th century. Instead of absolutism of monarchs, people had ideas to create the government themselves and to involve the middle class in the government. On the other hand, conservatives promoted traditional values. For example, conservatives believed in things such as the traditional monarchy, the power of the kings and the power of the Roman Catholic Church. They didn’t believe in change and believed revolutions were bad. Conservatism influenced social and political action during the 19th century by keeping monarchy's in European countries and reinstating the monarchy in places such as France after Napoleon was exiled.</div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-18398218446203802492014-10-13T16:00:00.000-07:002014-10-13T12:59:01.670-07:00Napoleon: Angel or Devil<div dir="ltr" style="text-align: left;" trbidi="on">
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Napoleon Bonaparte was considered by many to be an amazing
French ruler. Napoleon was a charismatic leader and a great military strategist
and genius during the early 1800s. Napoleon controlled most of the globe during
the early 1800s. He was able to conquer many European countries and force them
under his rule. By controlling these European countries which also had claims
to land in the America’s, he controlled most of the globe. In the countries that
he conquered, he allowed monarchs to continue ruling as long as they obeyed his
trade laws and followed the Napoleonic Code. Many historians have studied his
impact on the social economic and political systems in Europe. Through primary
sources, they have found that he greatly influenced France. <o:p></o:p></div>
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<tr><td class="tr-caption" style="text-align: center;">Napoleon Bonaparte<br />
Source: http://www.bbc.co.uk/history/historic<br />
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Napoleon greatly impacted the political systems in Europe by
way of the Napoleonic code. Through this code, he gave people the freedom of
religion and reduced the political power of the church. He also did something
that was unusual in countries formerly controlled by monarchy. He gave
government jobs to people who were best equipped and prepared to handle these
jobs. He gave the people with the most qualifications government jobs instead
of giving government jobs to people because of their social status, or because
it was their birthright. Europe as a whole was greatly influenced by Napoleon.
He economically affected Italy by stealing a lot of money and wealth from the
country. He also sold the Louisiana Territory in North America to the United
States. By doing this, he gave up France’s claim in the New World, but he still
controlled a lot of the America’s because he controlled many European countries
that had claims in North and South America. In France, Napoleon effected the
economy by balancing France’s budget by establishing the Bank of France. He
encouraged industry, controlled prices and undertook public work projects. By
controlling prices, he ensured that even people who had little money would have
access to goods. Napoleon built roads and canals throughout France. This
encouraged trade within France. Napoleon also took steps to drastically change
France socially. First of all, Napoleon created a meritocracy which eliminated
titles among the people of France. This was a drastic change for the people of
France. Now, people could improve in their social standing and there were no
birthrights, especially for nobility. He abolished nobility and serfdom and
gave citizens the right to property and access to education. <o:p></o:p></div>
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The fact as to whether or not Napoleon was a good ruler and
was helpful to France and Europe is a very controversial topic, even among
authors today. Some authors such as <a href="http://www.napoleon-series.org/research/biographies/c_historians.html" target="_blank">John C. Ropes</a> believed that Napoleon was
both a good and bad ruler in France. Other authors, such as <a href="http://www.napoleon-series.org/research/biographies/c_historians.html" target="_blank">J.T. Headly</a>,
believed that Napoleon was superior to all other rulers because of his support
for human rights and because of his implementation of meritocracy in France. <a href="http://www.edline.net/files/_5HGnA_/b0569448657d86ed3745a49013852ec4/Unit_3A_Activity_1_Primary_Source_Readings.pdf" target="_blank">Madame de Stael</a>, a woman who was of nobility before Napoleon came to power during the
early 1800s, greatly disliked Napoleon. She believes that Napoleon’s system was
to, “[intrude] daily upon France’s liberty and Europe’s independence.” She also
believes that he persuaded people by force and cunning. She does not like
Napoleon because of these reasons, but her background could also have
influenced her perspective. She was formerly a member of the nobility in
France, but after Napoleon abolishes social classes and nobility, she isn’t
able to live the powerful, lavish lifestyle that she was previously used to. <a href="http://www.edline.net/files/_5HGnA_/b0569448657d86ed3745a49013852ec4/Unit_3A_Activity_1_Primary_Source_Readings.pdf" target="_blank">Marshal Michel Ney</a>, an officer of Napoleon, had a very different opinion. He believed
that Napoleon, and everything Napoleon did, was great. He says, “Napoleon, our
sovereign, belongs alone the right to rule over our beautiful country.” He
feels as if Napoleon is truly justified to rule France. He describes Napoleon’s
army as an “immortal legion” and says, “Liberty triumphs in the end, and
Napoleon, our august emperor, comes to confirm it.” Once again, he implies that
Napoleon’s rule is completely justified. His opinion is also influenced by his
background. He is an officer of Napoleon, and works closely with Napoleon. Many
people have different opinions about Napoleon as a ruler, but how he influenced
France and the world around him is a fact. <o:p></o:p></div>
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Some background information about Napoleon: </div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-57046655173444677582014-10-09T17:53:00.001-07:002014-10-09T17:54:17.323-07:00No Eating in Class<div dir="ltr" style="text-align: left;" trbidi="on">
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<tr><td class="tr-caption" style="text-align: center;">One of our instructions while the Hershey<br />
kisses were being handed out during our simulation. :)</td></tr>
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<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.5pt; mso-fareast-font-family: "Times New Roman";">To learn about communism, capitalism and socialism,
our class did an activity with chocolate! We used Hershey kisses to represent
wealth. To explain capitalism, two people in the class were given more candy
than the others. Then we played rock, paper, scissors, shoot. If you lost, then
you had to hand over a piece of candy to the winner. I ran out of candy within
4 games of rock, paper, scissors, shoot and was forced to sit down and remain
poor. It was very sad. And frustrating. But a few lucky, and wealthy people
were soon left with a lot of chocolate. This represented capitalism because at
the beginning of the game, each student was given the hope of taking part in
and controlling industry, through our Hershey kisses. We were also given the
freedom of competition to choose who we played with and the end result was that
many people were very poor and didn't have any chocolate left, while a handful
of people were very rich and had a lot of candy. This demonstration represented
capitalism. I just wanted to eat some chocolate, and was sad when all of
it was gone. But I got some candy back when Mrs. Gallagher collected all of our
candy and redistributed it equally to all of the students. We were now
simulating socialism. Then we were again asked if we wanted to play rock,
paper, scissors, shoot for candy, with and only with the candy we were given (2
Hershey kisses). Most of us refused to play because if we lost our candy, we
wouldn't have any to eat, but if we kept it, we could eat it and any candy we
might have won. Mrs. Gallagher represented the government, and she controlled
the industry and our candy. She tried to make each student equal to the others
by giving everyone the same number of Hershey kisses. Most people refused to
play again. But those who did and lost their candy were still treated well by
others. People were kind to each other and shared their candy with those who
lost all of theirs to rock, paper, scissors, shoot. This represented communism
because no government was needed to watch us and regulate our ‘wealth’ because
we had regulated it ourselves by helping those who had none left. This self-
regulation and sharing with one another represents communism.</span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-iFXOQ8wo26w/VDctZDRjzqI/AAAAAAAADxI/TRUQvpiIA1M/s1600/communist%2Bmanifesto.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-iFXOQ8wo26w/VDctZDRjzqI/AAAAAAAADxI/TRUQvpiIA1M/s1600/communist%2Bmanifesto.jpg" height="320" width="206" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Communist Manifesto, written in German <br />
By Karl Marx and Friedrich Engels<br />
Source: http://www.historytoday.com/roger-spalding/communist-manifesto</td></tr>
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<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.5pt; mso-fareast-font-family: "Times New Roman";">Karl Marx wrote three very important theories about
the way industry should be owned and run. He wrote about these systems of
government in the <i><a href="http://www.historytoday.com/roger-spalding/communist-manifesto" target="_blank">Communist Manifesto</a></i>. These systems were capitalism,
socialism and communism. Capitalism is a system in which private owners have
the chance and hope of taking part in and controlling industry.
Capitalism also allows for the freedom of competition, but results in struggle
for the people who have started off with different economic standings and
unequal economic classes. But in capitalism, there is a possibility that hard
workers can increase their social standing. There is no change in social
standing in Marx’s other theory, socialism. In socialism, there are no social
classes because the government controls industry and tries to make sure
everyone is economically equal, that everyone has the same amount of money.
Communism is another one of Marx’s theories for government and also aims for a
classless society. The theory Marx had was that there would be no need for
government because people would help others in the community and share
everything with one another. This idea for a lack of government was also shared
in another theory called <i><a href="https://www.youtube.com/watch?v=ulyVXa-u4wE" target="_blank">The Invisible Hand</a></i>. In addition to Marx’s <i>Communist
Manifesto</i> about capitalism, socialism and communism, Adam Smith created a
theory called <i>The Invisible Hand</i>. His theory was that the government
should let the people buy and sell goods themselves without interference. He
says that good and fair companies who offer quality products at little cost
will succeed. The economy will grow and be controlled by itself. The only
problem with this theory is that it could take a while for the economy to
control itself and while waiting for the economy to figure itself out, there
will be suffering such as unemployment and possibly poverty, along the way.
This theory also gave the people the power to decide how they wanted to run
their business. This idea is very unlike communism, because in communism,
everything is shared equally among everyone. This system also helps the poor by
encouraging competition between businesses so that the business with the
cheapest price and the highest quality products gets the most business. The
poor are getting quality products for low prices, which is good because they
may not be able afford all the quality products that the rich may be able to
purchase. </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.5pt; mso-fareast-font-family: "Times New Roman";">In my opinion, <i>The Invisible Hand</i> theory is
better than the <i>Communist Manifesto</i>. I believe that the end result of <i>The
Invisible Hand</i>, having companies compete with one another to create quality
products at low prices, and for the economy to run itself without the help of
the government is worth the unemployment and suffering that it may take to
create this economy. Communism would also be ideal, if it was implemented in
the right way. It is not working in countries, mainly in Asia, because the
government is involved and the idea of communism was not meant to have the
government involved. I believe that any system in which the government is hands
off is the best system for a country. The people should control the economy and
the demand for certain quality products, not the government. This is why I
believe in <i>The Invisible Hand</i>. </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-10029794658261824992014-10-04T13:28:00.002-07:002014-10-04T13:30:22.740-07:00A Girl's Perspective<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Girls were drawn to the idea of working at the Lowell mills because the idea of a new job as a mill worker presented many opportunities that were previously unavailable to women. They were drawn to this idea because of the benefits that came with the job. In Lowell, girls could earn money for themselves and use some of it to support their families who were back on the farm. They had some freedom to control their lives. They also received an education and kept busy in the mills. The experience in the mills allowed girls to meet other girls their age and make friends. Some of the bad things about working in the mills included the girls moving away from their families.Other risks of working in the factories were health risks and the risk of mill accidents. Some health risks could include catching diseases from working close to others or becoming deformed from putting so much pressure on their bones from standing all day. Mill accidents could include getting caught in the machines and hurt badly, or even killed. Girls also had to pay to live in the boarding houses. Most of their paycheck went to this. There was also the possibility of wage cuts, and not having enough money to send back home to help support their families who lived and worked on the farm. Many girls believed the benefits outweighed the risks and went to work in Lowell. </span></div>
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<tr><td class="tr-caption" style="text-align: center;">A Mill Girl Working<br />
Winslow Homer, illustration for William Cullen Bryant, “Song of the Sower”</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In order for the girls to go and work in Lowell, their parents had to give them permission. Parents were often hesitant to send their daughters far away to work in the city. Representatives from the mills came to talk to parents and convinced them that their daughters would be well cared for, and that the job was not binding, that it was only a temporary job. Representatives told parents that working in the factory was like being part of a family. The father figure in the system was the corporation. They set rules for the girls. Some of these rules included curfew at 10 pm, the mill hours, church on Sunday and the girls code of behavior. They also emphasized that women would be protected. The mother figure at the mills was the boarding house keeper. Girls stayed in boarding houses at the mills when they worked in the factories. The boarding house keeper ensured that a ‘home environment’ was maintained and she regulated the girls behavior outside the factory. She made sure the girls went to educational lectures during their free hours, and that they didn't do anything to hurt their reputations. </span></div>
<br />
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Before women had the opportunity to work in the mills, working women were viewed as people who no one wanted to marry. They were outcasts. These new opportunities for women, but also the restrictions they had, such as having to be watched over more than boys, and the fact that people believed them to be more obedient than boys, led to women right’s movements later on. These women, and some men, campaigned for equal rights for men and women. </span></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-78532741005202871792014-09-27T19:09:00.000-07:002014-09-27T19:09:30.735-07:00Explaining an Explainer <div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recently, my history class participated in a live video chat with a museum in England called the Museum of Science and Industry. The purpose of this video chat was to talk to some workers at the museum called “Explainers” and to learn about the textile making process. In order to prepare for the video chat, my class investigated the MOSI website and took notes about the cloth making process. We then watched a video sent to us before the live video chat. This video was created by an Explainer at MOSI and he introduced us to many of the machines that were used in the process of creating cloth. We wrote down key words as we watched the video and after the video was over, we used our google search skills to find out what our key words meant. We looked up what a Draw Frame was, and found out that it is a machine used to stretch and straighten cotton into a single sliver. We also found out that a sliver is a long bundle of fiber used to spin yarn. After finding our definitions, we drafted questions that we could ask to the Explainer who we would be video chatting, named Jamie. That was the end of our preparations for the video chat.</span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-E0NlrCQFEug/VCds75nAwzI/AAAAAAAADwU/60g707_U4Vs/s1600/ARN%2BPIC.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-E0NlrCQFEug/VCds75nAwzI/AAAAAAAADwU/60g707_U4Vs/s1600/ARN%2BPIC.PNG" height="216" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is a picture of a young mill worker that was taken around<br /> 1900 by Lewis Hine, a man who was working against Child Labor.</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While participating in the video chat, I learned about the textile process, the process of creating cloth. I also learned about the evolution of textile technology. Before factories were set up with advanced machines, it would take an entire family to make cloth. The loom that the family used was put in the attic of the house so the family would have the most light possible to work with. The women and children prepared the cotton for weaving, and the father weaved at the loom. But new machines such as the Draw Frame and Power Loom made the textile process much faster and families no longer made cloth themselves. Since machines in factories were powered by the steam engine or by water power, more than one machine could run at once. The factories were extremely loud because of this. Many workers went deaf. Most workers were children and teenagers. I also learned about factory accidents and health of the factory workers. Many workers breathed in so much cotton dust that cotton fibers built up in their lungs and eventually suffocated them. Also, people worked so closely together that disease spread quickly. Children worked so much that they didn’t go to school until the Half Time Act was created in England, which said that children had to go to school for a few hours a day and then they could spend the rest of the day in the mills. Education was an improvement for mill workers, but their families still suffered. In order for their children to work at the mills, entire families had to move into cities so their children could work and would have a place to live. In apartment buildings about 100 people would have to share one toilet. Conditions for families weren’t good. We were told all of this by Jamie, an Explainer at MOSI. He also told us a little about working at a museum. The back of his work uniform says something along the lines of “Ask me any question.” He gets asked odd, and sometimes rude questions, but he really likes being an Explainer.</span></div>
<br />
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I thought that the whole experience of video chatting a museum was very cool, but I’m not sure that I would do it again. I learned a lot from Jamie when he talked in detail about one particular subject such as factory accidents and child labor, but when he was trying to show us the machines, I became confused. It would have definitely been easier to see the machines in real life. The video was kind of shaky and I wasn’t sure what I was looking at, or what I was supposed to be learning from seeing the machines, because I wasn’t 100% sure of what each step of the textile process was. But I did learn and was interested in the conditions and environment of the mills in England. Jamie’s descriptions taught me a lot. I just didn’t absorb much of what was happening during the actual textile process.</span></div>
Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-49129650361245178272014-09-18T14:48:00.000-07:002014-09-18T14:50:33.778-07:00Not So Innocent<div dir="ltr" style="text-align: left;" trbidi="on">
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-80vMg6rrLwc/VBovPzhT3iI/AAAAAAAADvo/SOU6aCZtBGE/s1600/museum%2Bexhibit.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-80vMg6rrLwc/VBovPzhT3iI/AAAAAAAADvo/SOU6aCZtBGE/s1600/museum%2Bexhibit.JPG" height="298" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our exhibit about the impact of mills on slavery. </td></tr>
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<span style="line-height: 115%;">The most recent task
in Honors History 10 has been to create a museum exhibit based on sources relating to the industrial revolution. In order to create our
exhibit, my group had to analyze sources. We did this in order to come to an
overall conclusion as to how all the sources fit together, and to make a
statement about the industrial revolution. We used our sources as evidence to
back up our conclusion. In order to analyze the sources, we looked at
them and decided what someone could learn from each source and what motivated
the author to write or draw it. Our exhibit shows how slavery in the south and the
development of textile mills in the north are related. On our exhibit, we have
a graph that is titled “U.S. Slavery Statistics from 1770 to 1860”. This graph
shows the increase of slaves in many states after 1820, when the industrial
revolution began. We also had a picture of the Boott Cotton Mill and explained
that the mill produced products such as fancy dress goods and yarns, along with
other goods. There is also another graph on our exhibit that shows the
relationship between the slave population and the number of textile mills in
Lowell, MA. As the number of textile mills increases from 50 to 60 mills, the
slave population increases by about one million slaves. Another illustration we
had on our exhibit showed an hourglass with a slave working at the top, and the
mills running in the bottom half. This depiction of slavery shows that slavery
in the south was directly influenced by the need for resources (cotton) at the mills in
the north. Lastly, we had a picture of Cotton Spinning Frame. This cotton frame
speeds up the process of making textiles. We came up with the name for our
exhibit by relating slavery to the spinning of cloth, because a lot of cloth
was made at the mills in the north, and called it “Spinning into Slavery.” The northern United States is not as innocent as we would like to think when talking about slavery. The mills in the north were the reason there was a need for cotton and the slaves in the south picked this cotton. We
hope that people will learn that the people in the northern United States had a
big impact on slavery in the south. </span></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-muoYTP9RwfI/VBtR4jsStcI/AAAAAAAADv4/mvot-Tq0rgE/s1600/13ChildLaborinMines.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-muoYTP9RwfI/VBtR4jsStcI/AAAAAAAADv4/mvot-Tq0rgE/s1600/13ChildLaborinMines.jpg" height="161" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This picture of child labor in mines was found on the exhibit titled<br />
"Condemning the Innocent".</td></tr>
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<span style="line-height: 115%;">After creating our
exhibit and displaying it, we looked at other group’s exhibits. At the exhibit
titled “Condemning the Innocent”, I learned that work conditions in some mills
were awful. Some </span><span style="line-height: 115%; text-indent: 0.5in;">children were forced to pull carts in mines, and children
worked with no shoes on while operating machines. These horrible work conditions
led to people making an effort to stop child labor by instituting child labor
laws. At another display, I learned that lots of pollution also accompanied the
industrial revolution. Rivers, along with the air, in England were becoming
polluted from the factories. This pollution affected the entire country of
England. During the exhibit about transportation, I learned that the
development of the steam engine led to many innovations in transportation.
Steam boats and trains were starting to be powered by the steam engine. This
allowed them to travel an astonishing 5 miles per hour, which made
transportation faster. The development of the British Handloom and spinning
jenny were also very important to textile production. They allowed wool to be
spun faster, which led to textile mills being created. Because wool was spun
faster, textile production increased and many families were financially
supported with new jobs spinning wool. I learned a lot about the influence of
mills during the industrial revolution.</span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-61705961038681902512014-09-11T19:02:00.002-07:002014-09-11T19:11:07.545-07:00Happiness = Food (And Trains... I Guess)<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://184.154.69.106/~elcr/wp-content/uploads/2013/06/crops-credit-USDA-NRCS.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://184.154.69.106/~elcr/wp-content/uploads/2013/06/crops-credit-USDA-NRCS.jpg" height="228" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">USDA-NRCS. Crops in straight rows. Digital image. </span><i style="box-sizing: border-box; font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">EQUINE LAND <br />CONSERVATION RESOURCE</i><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">. Equine Land Conservation Resource, 4 June 2013. Web. 10 Sept. 2014.</span></span></td></tr>
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;">During history class we
have been learning about industrialization. After dividing into groups, we were each given one
of the four ‘ingredients’ of industrialization and had to gather some
information about it. We did this in order to answer the question, “What was
‘revolutionary’ about industrialization?” One ingredient of industrialization
is technology. New technology made industrialization ‘revolutionary’. New
technology helped make methods of transportation much easier. The steam engine
was invented and used to power vehicles such as trains and boats. This
invention made it possible for people to travel almost anywhere across land
without the restriction of needing a body of water close by. Before steam
engines were built, trains were pulled along their tracks by horses. The steam
engine made traveling by train much quicker. Ships were also powered by steam
engines and this led to resources being shipped faster. With the steam engine,
boats were also able to travel in any weather. It no longer mattered what the weather was, the steam engine powered the boat anytime. Technology is
not the only ‘ingredient’ of industrialization. The effect of new farming
techniques made industrialization ‘revolutionary.’ </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://news.softpedia.com/images/news2/How-Steam-Engines-Work-2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://news.softpedia.com/images/news2/How-Steam-Engines-Work-2.jpg" height="235" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">Gache, Gabriel. </span><i style="box-sizing: border-box; font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">How Steam Engines Work</i><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">. Digital image. </span><i style="box-sizing: border-box; font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">Softpedia</i><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">. N.p., 14 Apr. 2008. Web. 10 Sept. 2014.</span></span></td></tr>
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;">Farmers came up with new
farming techniques to better improve the quality and quantity of farm products.
One of these techniques included the building of dikes, or giant barriers, to
shelter the land from the ocean. </span><span style="color: red; font-family: "Arial","sans-serif"; font-size: 11.5pt; mso-fareast-font-family: "Times New Roman";"> </span><span style="font-family: Arial, sans-serif;"><span style="font-size: 11.5pt;">Farmers did this so that
the salt water from the oceans </span><span style="font-size: 15px;">wouldn't</span><span style="font-size: 11.5pt;"> hurt their plants. To keep the soil
full of nutrients, farmers used fertilizer and rotated crops. Farmers used
animal manure to renew nutrients to the soil. They also rotated </span></span><span style="font-family: Arial, sans-serif;">crops so that
the nutrients in the soil </span><span style="font-family: Arial, sans-serif; font-size: 15px;">wouldn't</span><span style="font-family: Arial, sans-serif; font-size: 11.5pt;"> be exhausted. By keeping the soil full of
nutrients, plants became healthier and more prosperous. To further increase the
production of crops, farmers used the seed drill to plant plants in straight
lines. This technique allowed farmers to maximize their land space. Before the
seed drill, farmers would randomly scatter seeds across the land, which wasted
space. Land was also enclosed with fences to maximize land space. Pastures were
fenced for sheep, which led to an increase in wool production. As a result of
these new techniques, farmers were able to farm more land with less workers.
They were also able to produce more crops. There was now enough food so that
famine </span><span style="font-family: Arial, sans-serif; font-size: 15px;">wasn't</span><span style="font-family: Arial, sans-serif; font-size: 11.5pt;"> a constant fear. More food also led to an increase in population.
Not only were less people dying, but women were healthier because they had more
food and so were their babies. But because farmers </span><span style="font-family: Arial, sans-serif; font-size: 15px;">weren't</span><span style="font-family: Arial, sans-serif; font-size: 11.5pt;"> in need of so many
workers, peasants who formerly worked the land were forced to go to the cities
to find new work. In the cities, these people made up the labor force of the
industrial revolution. New farming techniques made industrialization
‘revolutionary’ because of the impact they had on the people at that time and
the population.</span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com3tag:blogger.com,1999:blog-131998688693504903.post-18032280856795338582014-09-07T13:47:00.001-07:002014-09-07T13:47:13.082-07:00Good or Bad?<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;">Lately in history class,
we have been using a <u>lot</u> of technology. In fact, we don’t even use
notebooks or binders. This class is paperless! We have been completing many
activities on the devices we have (such as iPods, iPads, and other tablets or
phones) to teach us to search for information and use online resources
responsibly. One activity we recently participated in was <i>a Google a Day</i>.
<i>A Google a Day</i> is a daily challenge. <i>A Google a Day</i> asks three
questions and you have to use google to search for the answer. <i>A Google a
Day</i> is explained in its motto: “There’s no right way to solve it, but
there’s only one right answer.” Through this activity, I have learned that
there are many different ways to solve a problem, just like the motto says.
This fact is frustrating but is also awesome at the same time. I know I can’t
only use one process every time I solve a problem, which is frustrating because,
personally, I like one direct way of solving a problem, but it is awesome
because it gives you the freedom to get to the end using almost any means. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://www.mint.com/blog/wp-content/uploads/2013/03/3-Sources-for-Reliable-Business-Reviews.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="183" src="https://www.mint.com/blog/wp-content/uploads/2013/03/3-Sources-for-Reliable-Business-Reviews.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">Thumbs up, thumbs down. Digital image. </span><i style="box-sizing: border-box; font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">Mint Life</i><span style="background-color: rgba(255, 255, 255, 0.0980392); font-family: 'Times New Roman', Times, serif; line-height: 24px; text-align: start; text-indent: -40px;">. Christopher Elliot, 14 Mar. 2013. Web. 7 Sept. 2014.</span></span></td></tr>
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;">Accuracy, authenticity
and reliability are the three things to look for in a good website. When
checking for accuracy in a website, you are looking to see if the website has
the correct information. What good is a website with incorrect information? To
tell if the information is correct, you need to compare that information to
information from other sources to see if the sources match up. The information
not only has to be accurate, but it needs to be up to date. Information may
have been correct a few years ago, but there are always new discoveries that
update and further explain information. To check for authenticity, you need to
make sure the website you are using is genuine. To do this, you need to check
to see if the author is creditable and has the qualifications to be writing
about the topic of the website. Reliability has to do with how trustworthy the
website is. Once again, this largely depends on who the author is. Also,
university websites are usually good sources because they pride themselves on
helping others learn with correct information. Government websites (.gov) and
educational websites (.edu) are almost always trustworthy. We looked at a
website for the <a href="http://zapatopi.net/treeoctopus/" target="_blank">Pacific Northwest Tree Octopus</a> and while looking at it, found
that it is not accurate, authentic or reliable. The website looks very
professional, but the author is not qualified to be writing about the Pacific
Northwest Tree Octopus, some of the pictures of tree octopuses are rubber toys,
and octopuses can only survive in salt water. The information from the Pacific
Northwest Tree Octopus website does not match up with other sources. There is
no such thing as the Pacific Northwest Tree Octopus. It is just a hoax,
although it was fun to read.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/01004343572142130810noreply@blogger.com0tag:blogger.com,1999:blog-131998688693504903.post-46097353982335915392014-09-01T11:21:00.000-07:002014-09-01T11:21:17.009-07:00Building the Perfect Teacher<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, sans-serif; font-size: 11.5pt;">My name is Alex and I am
a sophomore at Reading Memorial High School.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://www.studentzoom.com/img/becoming-teacher.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="210" src="https://www.studentzoom.com/img/becoming-teacher.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student Loan Forgiveness for Teachers<br />
https://www.studentzoom.com/public_services/1/vert:teachers</td></tr>
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;"> There are many things
that make a teacher great. A great teacher is not only kind, helpful and
encouraging, but they also listen to what their students have to say and are
fair. Most importantly, a great teacher knows how to have fun while getting
work done with their class. They also make their classes interesting and fun
and their students learn a lot. When I think of a few of my favorite teachers
from earlier years, I remember that they were kind, helpful and fair. They were
also very encouraging and genuinely cared about their students and their lives
not only in school, but also out of school. They realized that there was more
to their students than the English class or the science class that they were
going to each day. They were also able to keep their classes engaged and having
fun while their students were learning. To me, being able to have fun and learn
is the best thing that a teacher can do to make their class a better place. In
these classes, people looked forward to learning; people looked
forward to going to class because they knew they were going to have fun and do
something useful. This year, it would be very helpful if you could give us time
in class to get as much work done as possible so that we won’t have a lot of
work to do at home. That will keep me from staying up late to finish my
homework every night and will help keep my stress level down. Every student
deserves a great teacher and a great education.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 11.5pt;"> John Green was
definitely right in saying that people have a duty to use their education to do great
things. Not everyone is lucky enough to have an education, let alone an
outstanding education, so why should I waste it when I can use the resources
that I have to do these great things. An education gives me more knowledge and more
knowledge leads to a broader thought process. With my knowledge and broader
thought process, I am the best qualified person to help the world and do great
things. I need to honor this privilege. Implementing goals for myself will also
lead me in the direction of doing great things with my education. One academic
goal I have for this year is to be on the high honor roll. In order to reach
this goal I am going to have to thoroughly prepare for my tests, quizzes and
classes in general. Another goal I have is to be a better flute player. In
order to get better at playing, I need to practice my flute every day. These
goals are the first step in using my education to do great things.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span><br />
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