tag:blogger.com,1999:blog-54456100433370416792024-03-14T01:11:16.256-07:00Ricky's History BlogRicky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.comBlogger31125tag:blogger.com,1999:blog-5445610043337041679.post-55913308872264793222014-06-18T19:46:00.001-07:002014-06-18T19:46:32.070-07:00The Past Remains in the Present #4After my group presented out project to the class about Labor v. Big Business, five other groups went up and presented. Each group talked about the significance of People, Places, and Power. The other topics were, Immigration Europe, Imperialism in Europe and Africa, Native Americans, Asian Immigration, and American Imperialism. Each group used a background presentation, a video essay, and then ended with a Survey Monkey. The back ground presentation gave us an over view of the key terms and the topic itself. The video essay discussed three enduring understandings that gave us further insight into the theme, People, Places, and Power. Finally the Survey Monkey quizzed us on what we had just learned with some objective questions and some interpretation questions. Overall I learned a lot about the other topics from these presentations.<br />
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The first group that presented was Immigration Europe; people often tried to escape overbearing power to a place where they have more power. As a result, many Jews in Europe moved to America in order to do just that. When a lot of people come to one place at once there was to be a system in place to process them. This location was Ellis Island, everyone who wanted to enter the country from the east coast had to go through this place. With so many people coming from different places, they brought diseases and other conditions from their homeland, especially if they came from a poor place. Many of these people that came were discriminated against, mostly the Western European Jews. Many Jews came in order to escape religious persecution from wherever they were from.<br />
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The next group that presented was Imperialism in Europe and Africa. Imperialism mean that one country has domination of political, economical, and cultural life in another place or country. Western European countries expanded into Africa, anyone could claim land for their country in Africa. Merchant or soldiers from a Western European country could go into Africa and claim land. King Leopold had lots of power over the Congo people. He was a harsh and ruthless leader, he would cut people's hands off if they didn't produce enough rubber or ivory fast enough. King Leopold II of Belgium sent Henry Stanley to go to Congo to exploit the people there and make them work for nothing. As a result, the Congo people lost their culture to King Leopold.<br />
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The third group that presented was Native Americans. They talked about Kit Carson, he was a western pioneer and fur trapper, he was in charge of leading the attacks against the Navajos. The Navajos were a tribe that had to leave their homes and move to another place that was a 400 mile walk. The Federal Bureau of Indian Affairs was suppose to bring the tribe supplies at the new reservation but they never did. This 400 mile walk was called "The Great Walk". The Indian Reservation Act was a law passed that put Native American tribes in the reservation lands. As a result there was a lot of violence and fighting. America assimilated the Natives by making them live like Westerners. The Navajos were the biggest tribe set in the south west, and they all had to move away from their home. Many died on the walk to the new reservation.<br />
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The fourth group to go up was Asian Immigration. This group talked about Angel Island which was located on the west coast, similar to Ellis Island. Everyone who was immigrated to the West Coast had to pass through Angel Island first. America passed the "Exclusion Act" which prohibited Chinese laborers from entering the country unless they had already established their residency. Many Chinese used fake IDs to show that they are already residence in the country. Also there were many Chinese picture bride, they were women who married American men so that way they had established relations in America. There was a lot of discrimination and racism against immigrants. Sometimes they couldn't own or buy land or become real citizens. Many whites didn't hire them because they were racist, and if they were hired they would have to work for low wages and were treated unfairly.<br />
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The fifth and last group to present was American Imperialism. The Monroe Doctrine, the Spanish American War, and the Treaty of Paris, allowed America to take Spanish land and expand their power. America had a feeling of nationalism, meaning that people were devoted to their country. As a result a Senator decided that they should try to push out Native American tribes and continue to expand their power. Also Western European countries expanded into Africa, so America must have felt some pressure to compete. They were working to become a major world power, so in order to be seen as one they would have to follow the path of the other European countries.<br />
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Overall I learned a lot about the theme People, Places, and Power from the other five presentation and from my own research on the topic Labor v. Big Business. We were able to see the different perspectives from people on the same topic. For example in Labor v. Big Business we learned about both the people who owned these big businesses and the people who worked for them. This gave me a better understanding of how things were back them, and how people were treated. I think every group did a good job on getting the main idea of their topic across and relating them to the theme People, Places, and Power.Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-25843804304695981562014-06-16T21:08:00.002-07:002014-06-16T21:08:32.670-07:00The Past Remains in the Present #3Our groups topic was Labor v. Big Business, and we had a group of four people. They really helped me understand the power aspect of the theme. The people and the places were pretty straightforward and I understood those well, but I didn't quite understand the power part. My group members helped me understand the significance and emphasis on Rockefeller, Carnegie, and Morgan. They explained what Vertical and Horizontal Consolidation were and their role in big business. I also had a better understanding of the difference between inventors and investors. Both are very important, but I learned through my group that the investors were the ones that created these huge businesses. Also my group helped expand my knowledge on the difference and similarities between Trusts and Cartels. We all worked together to come to a common understanding of each word and their significance. Overall working in a group was not only enlightening but also quite entertaining. It is a lot more fun to be able collaborate and share ideas with your peers rather than just keeping it to yourself in your own mind.<div>
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The video essay was something I've never really experienced before. It was interesting to do any I think my group did a good job on it. The whole thing was quite a learning process, we learned that we could only have a maximum of 10 pictures, and a maximum of a 60 second presentation. This created a few problems for our group that we had to work together to solve. The reason it was a problem was because our group had already started to find a ton of pictures and we had already wrote the script. As a result we had to cut down the pictures and shorten the scripts which was a little difficult. Also we learned that our pictures had to be wide screen, so then we had to go and edit all our pictures so they would fit properly in the application. Overall I thought that the idea was great, if we knew about the limitation before hand we could have planned accordingly. But overall I thought that it was a good experience and that it taught us as a group that we have to be able to be flexible and make changes. Next time I personally would like to make sure I get a role in the presentation part of the project. This time I spent a lot of time getting pictures, cropping them, and making the Survey Monkey. As a result I didn't get to really work on the background presentation, or on the script for the video essay. Overall it was nice working in a group and the video essay was a great idea.</div>
Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-16538584107465346082014-06-15T21:04:00.001-07:002014-06-15T21:04:13.205-07:00The Past Remains in the Present #2<span style="font-family: Times, Times New Roman, serif;"><b><u>Introduction:</u></b></span><br />
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<span style="font-family: Times, Times New Roman, serif;">In class we did an interactive activity online, the objective of the activity was to read and analyze 10 documents and sort them into three categories. Based off the documents you have to decide what those three categories are and which document falls under which. All 10 documents were based on the Homestead strike, where workers at Carnegie Steel Company protested against their low wages and unhealthy working conditions. The three categories were the three perspectives of the strike, the workers perspective, the companies perspective, and the newspapers perspective. This activity gave an overall understanding of the experience of working for a big business. </span><br />
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<span style="font-family: Times, Times New Roman, serif;"><b><u><br /></u></b><b><u>Key Terms:</u></b></span><br />
<span style="line-height: 1.428571em;"><span style="font-family: Times, Times New Roman, serif;">Patents- license that gives an inventor the exclusive right to make, use, or sell an invention.</span></span><br />
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Productivity- the amount of goods and services created in a given period if time</span></span></div>
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Steel- is lighter stronger and more flexible than iron</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">Thomas Edison-</span> made the energy source of electric power widely available</span></div>
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<span style="font-family: Times, Times New Roman, serif;">George Westinghouse- improved upon Edison's invention to invent alternating current</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">Samuel</span><span style="line-height: 1.428571em;"> </span><span style="line-height: 1.428571em;">Morse- created the telegraph</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">Alexander Graham Bell:</span><span style="line-height: 24.285707473754883px;"> </span><span style="line-height: 24.285707473754883px;">invented the talking telegraph in 1876</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">Railroads</span><span style="line-height: 24.285707473754883px;">: transcontinental railroad connected Nebraska to Sacramento. Two railroads companies contracted to build it, the Union Railroad and the Central Pacific Railroad.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Bessemer process- made it easier and cheaper to remove the impurities in steel and </span><span style="line-height: 24.285707473754883px;">made it possible to mass produce steel</span></span></div>
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<span style="font-family: Times, Times New Roman, serif; line-height: 1.428571em;"><span style="line-height: 24.285707473754883px;">Henry Bessemer- he created and patented the Bessemer </span></span><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">process</span></span></div>
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Brooklyn Bridge- the longest in the world at the time. It was designed by a German immigrant, John A Roebling and was made out of steel</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Robber barons- used to describe the powerful industrialists who established large businesses in the late 1800's.</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">John D</span><span style="line-height: 19.9999942779541px;"> </span>Rockefeller: Formed the standard oil company in 1870. <span style="line-height: 19.9999942779541px;">He used certain tactics and deals to drive his competitors out of business and then he bought their refineries. He spread his wealth by moving into copper, iron, coal, shipping, and banking industries.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Andrew Carnegie: embraced the concept "money could make money". </span></div>
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<span style="font-family: Times, Times New Roman, serif;">Social Darwinism: wealthy were most valuable group in society. Argued that Society should interfere with competition as little as possible. Argued that society would benefit from the success of the fit and weeding out.</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">J.P Morgan- </span><span style="line-height: 19.9999942779541px;">controlled 4 completed or almost completed railway systems. He had started before the war, was the son of a banker who began selling stocks for the railroads.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">James Duke- </span><span style="line-height: 1.428571em;"> </span><span style="line-height: 1.428571em;">used a new cigarette rolling machine that could roll up to 100,000 cigarettes a day, in 1890 he combined the four biggest cigarette producers to form the American </span><span style="line-height: 20.63491439819336px;">Tobacco</span><span style="line-height: 1.428571em;"> Company.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Gustavus Swift- </span><span style="line-height: 19.9999942779541px;">a Chicago butcher put together the ice cooled rail way car with the ice cooled warehouse to make the first meat </span><span style="line-height: 19.9999942779541px;">packaging</span><span style="line-height: 19.9999942779541px;"> company.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Edwin L Drake- worked for </span><span style="line-height: 19.9999942779541px;">Pennsylvania Rock Oil Company, he was sent to </span><span style="line-height: 19.9999942779541px;">drill for oil, a new concept that would make obtaining oil much cheaper</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Piecework:-workers received a fixed amount for each finished piece they produced. Forced workers to work fast and efficiently</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Sweatshop- a place where most piecework occurred, workers worked long hours for low wages.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Division of Labor- factory workers performed one small task over and over to improve efficiency</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Frederick Winslow Taylor- set out to improve worker efficiency in steel plants and therefore increase profits</span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Socialism- an idea that some were drawn too in this time, system that favors public instead of private control of the means of production.</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Labor Unions: organizing among workers in certain trades, helped members in bad times. Called for shorter workdays, higher wages and better working conditions.</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Collective Bargaining: a price that some Labor Unions used, process where workers negotiated as a group with employers. Workers acting as a group had more power than a single worker acting alone.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">Pinkerton Detectives: The Carnegie Steel Mills in Homestead hired these men in order to protect and take back their mills against the strikers. They hired these men because the town Sheriffs tried to bring order to the strikers but were unsuccessful. As a result they decided to not get involved because if anything wrong happened they would be blamed. But even the Pinkerton men were unsuccessful in taking back the mills; it got to the point that the Governor of Pennsylvania had to call the whole state Nation Guard to bring order to Homestead.</span></span><br />
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<b style="line-height: 1.428571em;"><span style="line-height: 24.285707473754883px;"><u>Enduring Understandings:</u> </span><span style="line-height: 24.285707473754883px;"> </span></b></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">1. Lots of the new inventions had a lot to do with communication, transportation, and production. It was becoming easier to communicate with far away places, making America a little smaller and more easily accessible. This allowed businesses to expand and be able to operate in more than one location, as well as giving them the ability to sell their product to more than one market.</span></span></div>
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<li><span style="font-family: Times,"Times New Roman",serif;">Samuel Morse patented the telegraph and perfected it, send first message in 1844. Many telegraph companies joined together and created the Western Union Telegraph Company, in 1870 they had 100,000 miles of wire and sent 9 million messages, by 1900 they owed over 900,000 miles of wire and were sending 63 million message per year. (American History: Pathways to the Present</span><span style="font-family: Times,"Times New Roman",serif;"> Chapter 13)</span></li>
<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">The federal government financed and invested in the transcontinental railroad that went from the east coast to the west coast they contracted two private companies, the central pacific railroad company and the union pacific railroad company. (American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span></li>
<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">Henry Bessemer patented the Bessemer process that made it easier and cheaper to remove the impurities in steel. Before the nation depended on iron for railroads and buildings but now that it was easier to use steel the tides will turn. (American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span> </span></li>
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<span style="font-family: Times,"Times New Roman",serif;"><span data-mce-bogus="true" id="_mce_caret" style="line-height: 1.428571em;">2. M</span><span style="line-height: 1.428571em;">any families had no other choice but to work long hours in the factories and have their children work as well, therefore the kids wouldn't get a good education and get a better life or job. This made the poor, </span><span style="line-height: 22.857135772705078px;">poorer</span><span style="line-height: 1.428571em;">, and the rich, richer. It was a cycle of people who couldn't afford to get a good education and improve their life style or their children's lifestyle. These big corporations paid their employees low wages and made them work so many hours that they didn't even have a chance to work their way, or educate their way out of this terrible cycle. </span></span></div>
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<li style="line-height: 1.428571em;"><span style="font-family: Times,"Times New Roman",serif;">In 1890 the richest 9% of Americans held nearly 75% of the nations wealth. Many people suffered. </span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">(American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span></span></span></span></span></li>
<li style="line-height: 1.428571em;"><span style="font-family: Times,"Times New Roman",serif; line-height: 1.428571em;">Children who worked in the factories often became stunted in both body and mind. </span><span style="font-family: Times,"Times New Roman",serif; line-height: 1.428571em;">Factory workers were ruled by the clock, discipline in the factories was strict. Often fined and fired workers for being late or talking. </span><span style="font-family: Times,"Times New Roman",serif; line-height: 1.428571em;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">(American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span></span></span></span></span></li>
<li style="line-height: 1.428571em;"><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">In the 1880's children made up more than 5% of the industrial labor force! nearly one in 5 children between the ages of 10 and 16 were employed. This meant they had to leave school and never got a good education. </span><span style="line-height: 1.428571em;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;">(American History: Pathways to the Present</span><span style="font-size: small;"> Chapter 13)</span></span></span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">The working conditions and wages were so bad at these big companies, that the workers created unions. A Union is an organization of</span></span><span style="font-family: Times, 'Times New Roman', serif; line-height: 24.285707473754883px;"> workers in certain trades, they helped members in bad times. They called for shorter workdays, higher wages and better working conditions. The reasons they formed Unions is because it because it gave the workers more power and say.</span></li>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;">3. In ordered to start a company and compete with the other big businesses it was necessary to either have a lot of money to begin with, or to have a new invention that starts its own industry.</span></span></div>
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<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Carnegie Steel: Andrew Carnegie invested his 50,000 salary into a steel company.</span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Consolidation: gaining control of the many different businesses that make up all the phases of a products development.</span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Horizontal Consolidation: involves bringing together many firms in the same business.</span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Samuel Morse the inventor of the telegraph founded Western Union</span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Alexander Graham Bell inventor of the telephone founded AT&T</span></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.28125px;"><span style="background-color: white; color: #222222; line-height: normal;">Thomas Edison inventor of the light bulb founded General Electric</span></span></span></li>
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<b><span style="font-family: Times, Times New Roman, serif;"><u>Reflection:</u></span></b></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">The people at the bottom of the power structure were the workers, they were paid low wages and were forced to work in terrible condition. They were all poor and uneducated, they didn't have time to go to school because they had to work all day in order to make enough money to eat. As a result, the workers came together to form a labor union so they could empower themselves with numbers. They believed that if they all united together they could force the company into paying them more and given them better working conditions. This worked a little, things were getting better slowly and the company and the union negotiated contracts. But finally the company had enough with dealing with the union and decided going back to the old ways. The Carnegie Steel Company fired all their workers in Homestead, and told them to reapply </span><span style="line-height: 28.5625px;">individually. The workers were all out of jobs, had no education, and barely had any money. They had no where else to go and nothing else to do, so they decided to protest, strike, and riot. The union and the Carnegie Steel Company tried to negotiate a deal, but the CEO of the company was very stubborn. From the worker perspective they had no power of the rich big businesses, except in numbers. The workers took over Homestead and rioted, the Governor had to send in the national guard to control the riots. Overall the workers in those days were stuck in an endless cycle, they had to work long hours for low wages in terrible conditions, and they couldn't get education because they had to work in order to make enough money to buy food. </span><span style="line-height: 1.428571em;"> </span></span></div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-764921212827160092014-06-04T15:01:00.004-07:002014-06-06T05:03:44.339-07:00The Past Remains in the Present #1<span style="font-family: Times, Times New Roman, serif;">The assignment of this project is to learn about a certain group of people in post Civil War America. The three major themes that we will be focusing on are People, Places, and Power. Meaning who were the people involved, where did these events take place, and who had power over what. My topic is Labor v. Big Business, this is a topic that I find very interesting; especially because these companies are still relevant in today's society. These corporations are still big businesses, and its very interesting to learn how and where they came from. </span><br>
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<b><u>Key Terms:</u></b><br>
<span style="line-height: 1.428571em;"><span style="font-family: Times, Times New Roman, serif;">Patents- license that gives an inventor the exclusive right to make, use, or sell an invention.</span></span><br>
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Productivity- the amount of goods and services created in a given period if time</span></span></div>
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Steel- is lighter stronger and more flexible than iron</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">Thomas Edison-</span> made the energy source of electric power widely available</span></div>
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<span style="font-family: Times, Times New Roman, serif;">George Westinghouse- improved upon Edison's invention to invent alternating current</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 1.428571em;">Samuel</span><span style="line-height: 1.428571em;"> </span><span style="line-height: 1.428571em;">Morse- created the telegraph</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">Alexander Graham Bell:</span><span style="line-height: 24.285707473754883px;"> </span><span style="line-height: 24.285707473754883px;">invented the talking telegraph in 1876</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">Railroads</span><span style="line-height: 24.285707473754883px;">: transcontinental railroad connected Nebraska to Sacramento. Two railroads companies contracted to build it, the Union Railroad and the Central Pacific Railroad.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Bessemer process- made it easier and cheaper to remove the impurities in steel and </span><span style="line-height: 24.285707473754883px;">made it possible to mass produce steel</span></span></div>
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<span style="font-family: Times, Times New Roman, serif; line-height: 1.428571em;"><span style="line-height: 24.285707473754883px;">Henry Bessemer- he created and patented the Bessemer </span></span><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24.285707473754883px;">process</span></span></div>
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<span style="line-height: 19.9999942779541px;"><span style="font-family: Times, Times New Roman, serif;">Brooklyn Bridge- the longest in the world at the time. It was designed by a German immigrant, John A Roebling and was made out of steel</span></span></div>
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Robber barons- used to describe the powerful industrialists who established large businesses in the late 1800's.</div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">John D</span><span style="line-height: 19.9999942779541px;"> </span>Rockefeller: Formed the standard oil company in 1870. <span style="line-height: 19.9999942779541px;">He used certain tactics and deals to drive his competitors out of business and then he bought their refineries. He spread his wealth by moving into copper, iron, coal, shipping, and banking industries.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Andrew Carnegie: embraced the concept "money could make money".</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Social Darwinism: wealthy were most valuable group in society. Argued that Society should interfere with competition as little as possible. Argued that society would benefit from the success of the fit and weeding out.</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">J.P Morgan- </span><span style="line-height: 19.9999942779541px;">controlled 4 completed or almost completed railway systems. He had started before the war, was the son of a banker who began selling stocks for the railroads.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">James Duke- </span><span style="line-height: 1.428571em;"> </span><span style="line-height: 1.428571em;">used a new cigarette rolling machine that could roll up to 100,000 cigarettes a day, in 1890 he combined the four biggest cigarette producers to form the American </span><span style="line-height: 20.63491439819336px;">Tobacco</span><span style="line-height: 1.428571em;"> Company.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Gustavus Swift- </span><span style="line-height: 19.9999942779541px;">a Chicago butcher put together the ice cooled rail way car with the ice cooled warehouse to make the first meat </span><span style="line-height: 19.9999942779541px;">packaging</span><span style="line-height: 19.9999942779541px;"> company.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.9999942779541px;">Edwin L Drake- worked for </span><span style="line-height: 19.9999942779541px;">Pennsylvania Rock Oil Company, he was sent to </span><span style="line-height: 19.9999942779541px;">drill for oil, a new concept that would make obtaining oil much cheaper</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Piecework:-workers received a fixed amount for each finished piece they produced. Forced workers to work fast and efficiently</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Sweatshop- a place where most piecework occurred, workers worked long hours for low wages.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Division of Labor- factory workers performed one small task over and over to improve efficiency</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Frederick Winslow Taylor- set out to improve worker efficiency in steel plants and therefore increase profits</span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Socialism- an idea that some were drawn too in this time, system that favors public instead of private control of the means of production.</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Labor Unions: organizing among workers in certain trades, helped members in bad times. Called for shorter workdays, higher wages and better working conditions.</span></span></div>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Collective Bargaining: a price that some Labor Unions used, process where workers negotiated as a group with employers. Workers acting as a group had more power than a single worker acting alone.</span></span><br>
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<b><span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">Enduring Understandings: </span></span><span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;"> </span></span></b><br>
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<span style="line-height: 24.285707473754883px;"><span style="font-family: Times, Times New Roman, serif;">1. Lots of the new inventions had a lot to do with communication,
transportation, and production. It was becoming easier to communicate
with far away places, making America a little smaller and more easily accessible. This allowed businesses to expand and be able to operate in more than one location, as well as giving them the ability to sell their product to more than one market.</span></span><br>
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<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">Samuel Morse patented the telegraph and perfected it, send first message
in 1844. Many telegraph companies joined together and created the
Western Union Telegraph Company, in 1870 they had 100,000 miles of wire
and sent 9 million messages, by 1900 they owed over 900,000 miles of
wire and were sending 63 million message per year. (American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></li>
<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">The federal government financed and invested in the transcontinental
railroad that went from the east coast to the west coast they contracted
two private companies, the central pacific railroad company and the
union pacific railroad company. (American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13</span></span></span></span></li>
<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">Henry Bessemer patented the Bessemer process that made it easier and
cheaper to remove the impurities in steel. Before the nation depended on
iron for railroads and buildings but now that it was easier to use
steel the tides will turn. (American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span> </span></span></span></span></li>
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<span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span data-mce-bogus="true" id="_mce_caret">2. M</span>any families had no
other choice but to work long hours in the factories and have their
children work as well, therefore the kids wouldn't get a good education
and get a better life or job. This made the poor, poorer, and the rich, richer. It was a cycle of people who couldn't afford to get a good education and improve their life style or their children's lifestyle. These big corporations paid their employees low wages and made them work so many hours that they didn't even have a chance to work their way, or educate their way out of this terrible cycle. </span></span></span></span></div>
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<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">In 1890 the richest 9% of Americans held nearly 75% of the nations wealth. Many people suffered. </span></span></span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">(American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span> </span></span></span></span></li>
<li><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> </span></span></span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">Children who worked in the factories often became stunted in both body and mind. </span></span></span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">Factory workers were ruled by the clock, discipline in the factories was
strict. Often fined and fired workers for being late or talking. </span></span></span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">(American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span> </span></span></span></span></li>
<li><div data-mce-style="font-family: UICTFontTextStyleBody; font-size: 17px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);" style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961); font-family: UICTFontTextStyleBody; font-size: 17px;">
In
the 1880's children made up more than 5% of the industrial labor force!
nearly one in 5 children between the ages of 10 and 16 were employed.
This meant they had to leave school and never got a good education. <span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;">(American History: Pathways to the Present</span></span><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> Chapter 13)</span></span></span></span> </span></span></span></span></div>
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<b><span style="font-family: Times, Times New Roman, serif;">Reflection:</span></b></div>
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<span style="font-family: Times, Times New Roman, serif;">The major theme of this
project is of course People, Places, and Power. My topic is Labor v. Big
Business, so far my understanding of the topic is that in the late
1800's there was an surge in the number of new inventions. These
inventions led to the founding of these mega- cooperation that are still
around today. Companies like AT&T, Western Union, General Electric,
Westinghouse, and many more were started during this time period. These
companies were founded by the inventors who created the technology. For
example, Alexander Grand Bell the inventor of the telephone started
AT&T. Samuel Morse the inventor of the telegraph founded Western Union. These companies developed a monopoly in their given industry. The reason for this is because the inventors were the ones who started the actually industry. Their was no such thing as the telecommunication industry until Samuel Morse and Alexander Grand Bell invented the telegraph and telephone. Having a monopoly over an entire industry not only makes individuals very rich, but it also gives them a lot of power. It gives them power over other people and the money they make allow them to expand to different they company to other places. Overall my topic is about big businesses (including their founders) and their interaction with the common people all over America. </span></div>
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<span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: small;"> </span></span> </span></span></li>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-10702034487464592072014-05-29T15:50:00.002-07:002014-05-29T20:16:59.055-07:00The Inevitable Death of Reconstruction by the South<span style="orphans: 2; widows: 2;"><span style="font-family: Times, Times New Roman, serif;">Reconstruction was going to be killed sooner or latter and one way or another. The election of 1876 would be an election that changed the course of our nation for a 100 years to come. The election was between </span></span><span style="font-family: Times, Times New Roman, serif;"><span style="orphans: 2; widows: 2;">Rutherford B Hayes, the republican candidate and eventually the winner, against Samuel J Tilden, the democratic candidate. Tilden won the popular vote and Hayes won the electoral vote, after three states were given to him. The three states were Florida, South Carolina, and Louisiana; this was the Compromise of 1877. The Democratic Party gave Hayes the 20 electoral votes, and in return the Republican party promised to withdraw troop from the South.</span><span style="orphans: 2; widows: 2;"> </span></span><span style="orphans: 2; widows: 2;"><span style="font-family: Times, Times New Roman, serif;">Prior to the election, America was in a state of Reconstruction. This period occurred after the Civil War from 1865- 1877; many positive changes took place during this time, but after the election it took a turn for the worst. Reconstruction took place because America had to rebuild the south from the devastation of the war and integrate the new free blacks into their society. Congress passed the 13th, 14th, and 15th Amendment in order to make this transition smoother. The 13th Amendment ended slavery, the 14th gave black Americans citizenship and civil right, and the 15th made it illegal to deny someone their right to vote based on race. Although there were some groups that still resented Freedmen and their new rights. The Ku Klux Klan is a white supremacist group that opposed Reconstruction and rights for freedmen. Meanwhile, there were groups that supported Freedmen and their right to vote, such as Carpetbaggers and Scalawags. Carpetbaggers were white northerners that went south to help Freedmen. Scalawags were white southerners that supported Freedmen and Carpetbaggers. Another group that strongly supported Freedmen in their own remark were Radical Republicans. They were northern Republican Congressmen that supported African-American citizenship and they wanted punishment for the Confederates. It's important to know the reasons why Reconstructed ended and who was responsible for it. When slavery was abolished there were many people who remained racists against blacks and were not happy about their freedom. Many different groups in different parts of the country took actions that would eventually result in the end of the Reconstruction period. Although both the North and the South played a role in ending Reconstruction, the South would have killed it eventually if they continued to keep terrorizing anyone that advocated Reconstruction in the South. </span></span><br />
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<span style="font-family: Times, Times New Roman, serif;">The South played a major role in ending Reconstruction. The Ku Klux Klan was the biggest threat to Freedmen, Scalawags, and Carpetbaggers. They were a presistent group that was ruthless in their methods of terrorizing anyone who wasn't with their cause. These white supremesist groups grew more and more popular and powerful in the south. With this power they were able to scare anyone and everyone that protected blacks. Albion Tourgee a white northern soilder, became a judge in North Carolina after the Civil War. He is wrote this letter to Senator Joseph Carter Abbott (Doc A). A State Senator was stabbed 5 or 6 times by Ku Klux Klan members, Senator Joseph Stevens (R) was attacked in the Grand Jury Room in the court house. Tourgee believed that he is going to be killed next by the KKK. He saw what they did to the Republican Senator and is scared that it will happen to him. The Ku Klux Klan had enough power in the South to walk into a Grand Jury Room and kill a white politician. White supremacy and violence in the south resulted in the ending of reconstruction. Republicans in the south and Freedmen were scared and so they had to back off the white southerns, because if they didn't the KKK could kill them. Blacks must be more scared than the Republicans because if the KKK is powerful enough to kill a State Senator in a court house then they could do alot worse to Freedmen. Another example of the Ku Klux Klan's power in the south is Abrham Colbies testimony to a joint house and senate committee in 1872 (Doc B). He was a former slave who was elected to the Georgia State Legislator. He voted for a Radical Republican and the KKK whipped him and beat him, they wanted him to vote for democrats. The KKK would threat black voters to vote for the democratic party, they used fear tactics and scarred people into doing it. In the image provided by Haper's Weekly its easy to see that two white men are holding a gun to a black mans head and forcing him to vote for democrats. The KKK and the south killed reconstruction because they stopped blacks from participating in government. Overall the south and espcially the Ku Klux Klan ended reconstruction, they scarred everyone in the south with brute force and murder. Even if the North continued to be supportive of Reconstruction, the south would continue to be violant.</span><br />
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<span style="font-family: Times, Times New Roman, serif;">The North began to lose intrest and focus on the South and Reconstruction. Bigger and newer problems arose in the North that the government had to pay attention to. In <em>The Americans </em>it talks about how Presdent Grant was trying to get to the bottom of all the corroption within his administration and he was only paying attention to those problems and not the issues in the south (Doc C). The people in the north were also losing faith in the situation in the South. Reconstruction had been going on for 10 years so people began to care less and less, but the violence and problems in the south continued. The north might have began to give up on Reconstruction after ten years, but the South was the one that continued to reject and supress Freedmen. Although even the white northerns believed that blacks were not completely equal to them. The north helped get blacks freedom, citizenship, and the right to vote, but they didn't completely believe that they deserved to be in office. In this image that was the cover of Harper's Weekly, which was drawn by a white northern illustrates that the white population thought freedmen were not capable to run the government, because they were thought to be uneducated (Doc D). But whites did think they were capable to run their own lives and do their own thing. Most northers were anti slavery, but they didnt believe blacks were equal to whites. The North may have not continued to completely support Freedmen in the south, but they didn't directly do anything that harmed Freedmen. The South was the one that constantly harrassed and attacked Freedmen, they were the reason reconstruction was neccessary. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">The South killed reconstruction by terrorizing and killing anyone and everyone that supported Freedmen. The Ku Klux Klan killed politicians and freedmen; they used fear tatics to scared many more people that supported blacks. Carpetbaggers were scarred of white supremesist groups, and they would return back to the north. Scalawags who were from the south would stop supporting blacks because they feared for their own lives. The south was the reason the north gave up their support for Freedmen; they didn't want to support blacks if it meant risking their own life. Also after ten years of supporting Reconstruction the north had other problems that they had to address. There was corruption in the President Grants administration and a winfall of problems to deal with. The South killed reconstruction by simply not accepting Freedmen and their civil rights. </span><br />
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<span style="font-family: Times, Times New Roman, serif;">Document A: Albion Tourgee, Letter on Ku Klux Klan Activities. <i>New York Tribune, </i>May 1870.</span><br />
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<span style="font-family: Times, Times New Roman, serif;">Document B: </span><span style="font-family: Times, 'Times New Roman', serif;">Abrham Colbies testimony to a joint house and senate committee in 1872</span><br />
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<span style="font-family: Times, 'Times New Roman', serif;">Document C: </span><span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: Times, Times New Roman, serif;">Gerald Danzer, The Americans, McDougal Littel. Secondary source and a textbook. The image is from Harpers Weekly, 1876.</span></span><br />
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<span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: Times, Times New Roman, serif;">Document D: The cover of <i>Harper's Weekly</i>, March 14, 1876</span></span><br />
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<span style="font-family: Times, 'Times New Roman', serif;"> </span>Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-75576977639928598132014-04-10T21:37:00.004-07:002014-04-10T21:37:46.905-07:00By the Numbers<iframe frameborder="0" height="1042" scrolling="no" src="//e.infogr.am/north-vs-south-1860" style="border: none;" width="550"></iframe><br />
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<a href="https://infogr.am/north-vs-south-1860" style="color: #acacac; text-decoration: none;" target="_blank">North vs South 1860 Total Population</a> | <a href="https://infogr.am/" style="color: #acacac; text-decoration: none;" target="_blank">Create Infographics</a></div>
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The Infogram first has a pie chart that shows the total population of the north and the south in comparison to one another. Clearly the north has way more people than the south does, it seems that out of the total population of the United States of America only a little over 25% live in the south. Meaning a little under 75% are in the north. We wanted to emphasize the importance of the population because ultimately the side that has more people will have the bigger army. Which means over time as the casualties add up the north will have more people to recruit from, meaning they can replace their soldiers more than the south can. After the chart of the total population, we have a chart that address that three topics that we believe support the war. The total population addresses the war directly and the army size. This table shows that figures for the three things that support a war and that are taken into consideration for tactics during the war. The three things are, number of industrial workers, value of manufactured goods, and railroad mileage. The reasons we chose to include these three is because the number of industrial workers effects the number of guns and ammunition that are produced. Clearly the Union had more workers, which as a result means that their army was better supplied. The value of goods comes into play in the case of economy. The north was producing a lot more goods so their economy was better, meaning that they had more money to spend on the war. They could use this money for anything they needed from tents to new inventions. Lastly, we included the railroad mileage, this was important in the role of the tactics and strategy the armies would use. Railroads are an efficient and fast way of transportation. The Union has a lot more railroads so they could move their army from one place to another quicker than the Confederate army. This Infogram addresses the situations that are directly related to the war and things that are indirectly related to the war. <span style="font-size: xx-small;"> </span></div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-2850847236756341502014-04-10T21:10:00.000-07:002014-04-10T21:10:02.255-07:00Scavenger Hunt!The class did a Scavenger Hunt in class, we learned about 20 of the major battles of the Civil War. Each student was assigned one of the battles to do a little bit of research on. We typed up out research on a Google Doc that we made public so other students in our class can access it. The research covered the basic information of the battle as you can see in the example Document in the link below. We took the link of our Google Doc and created a QR code, and printed it out for quick and easy access. All students have to do is scan the QR code with their mobile device and they are instantly brought to the Google Doc page where they can see the information about the battle. Each student was assigned a number which they wrote on their QR code. Then they found the people who had the number before and after theirs, we told the people before us where we will place our code, and we asked the people where they will place their code. Once we had the location of the next code after ours, we wrote it down on our Google Doc, so when people finished looking at one QR code they had direction to the next one. The QR codes were hung up on wall all across our school. Once we finished learning about all 20 battles we went back to class and created Padlets to discuss what we had learned and patterns we had noticed.
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<span style="background-color: white; font-size: 16px; line-height: 24px;"><span style="font-family: inherit;">The Union was winning many of its battles in the west, some of the battles they won were, Battle of Fort Donelson Long, Battle of Shiloh, and the Siege of Vicksburg. The Union had lost one battle in the west, they lost at the Battle of Chickamauga. But they had lost many more battles in the East compared to the West. In the East they lost the Battle of Fort Sumter, Battle of Bull Run, and Battle of Fredericksburg. Also at the Battle of Hampton Roads which is the Naval Theater the battle was considered a draw with no definite winner. The Union and Confederate Ironclads were locked in a battle for almost four ours, although the Confederate ship had to retire, the battle was considered a draw. </span></span><span style="background-color: white;"><span style="font-family: inherit; font-size: 16px; line-height: 24px;">The Confederate army seemed to be winning in the Eastern Theater as seen in the Battles of Fort Sumter, Bull Run, Fredericksburg, and Chancellorsville</span><span style="font-family: inherit;"><span style="line-height: 24px;"> as many of these were stated before. The Padlet above shows which side was dominate in which </span></span><span style="line-height: 24px;">theater</span><span style="font-family: inherit;"><span style="line-height: 24px;"> and the battles that support that. </span></span></span></div>
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<span style="font-size: 16px; line-height: 24px;"><span style="font-family: inherit;"><span style="background-color: white;">The confederates won a couple of battles by outsmarting the Union, they even won many battles that they were outnumbered in, one example being the battle of Chancellorville.<span style="font-family: inherit;"> </span></span></span></span><span style="background-color: white;"><span style="font-family: inherit;"><span style="line-height: 24px;">The Union defeated the confederacy because they had </span></span><span style="line-height: 24px;">advantages</span><span style="font-family: inherit;"><span style="line-height: 24px;">. They had more people to fight and more troops. The amount of troops overwhelmed the Confederates in battles such as the Appomattox campaign and the Battle of Fort Henry. The Union also had a greater supply of resources and weapons because many industrialists lived in the north. The Confederates weapons did not match up to the Unions like in the Battle of Baton Rouge and the Battle of Gettysburg. The Padlet above </span></span><span style="line-height: 24px;">discusses how and why each side won the battles they did and ultimately how the Union won the war as a whole. Its clear that the Union had the upper hand in many ways and that the Confederacy had to be more conservative with their measure and had to outsmart the Union in battle not out-power. </span><span style="font-family: inherit;"><span style="line-height: 24px;"> </span></span></span></div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-84901034321178650532014-04-10T20:39:00.002-07:002014-04-10T20:39:57.273-07:00Women in the Civil War<iframe frameborder="0" height="480px" src="http://padlet.com/embed/7vkoy3h3gn" style="border: none; margin: 0; padding: 0;" width="100%"></iframe><br />
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During the Civil war many women chose to take different actions, some were inside the sphere of domesticity, others were outside, and some were both. The sphere of domesticity includes actions such as, cooking, cleaning, taking care of children, maintaining the house, and other things of that nature. Actions outside the sphere of domesticity would include, fighting in the war, getting a job, speaking in public, flirting with men, and anything that is not "lady like" or not performing a "women's duties". We see many examples of women that do one or the other and we even see some women that begin their life one way and change over time.</div>
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For example, Harriet Jacob lived her whole life outside of domesticity. She was a journalist and a writer. Jacobs worked for "The Liberator", she set up donations for black refugees, she was a black women who was a former slave. Jacobs wrote articles about black refugees in the North that came up from the south. She helped collect clothes and food for them, which might be considered inside the sphere, but it was the way she did it and who she was that makes it outside the sphere. Being a former slave and even more a women, public speaking on such topics was considered way outside the sphere.<br />
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This quilt square above shows talks about many women from the Civil war period. It explains what each women did, whether or not they fell within the sphere of domesticity and much more. It provides an image to give a visual representation of the women and their actions. Sometimes women went outside of the sphere because of special circumstances, but other times they did it for no real reason at all except for the fact that, that was who they naturally were. They are individuals, and each of these women chose to do something different, sometimes its clear whether they are within the sphere or not, and sometimes its sort of on the boarder. </div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-6642775587994699032014-04-10T20:29:00.000-07:002014-04-10T20:29:26.178-07:00Give and takeIn order to progress in the world, everyone must learn to compromise and work to a solution together. Whether you are a slave or a congressman, a businessman or a doctor, everyone must know that they can't get everything they want in one sitting. It is acceptable to face some discrimination in order to gain advancement. The reason for this is because if you advance it will create an opportunity to show everyone what you are capable of. If you are able to show people what you can do then slowly the discrimination will disappear. To the contrary, if you ask for all or nothing then you will most likely get nothing because no one has seen what you can do. Respect and advancement is earned, not given, and asking for all or nothing takes away the opportunity to earn your respect. It takes away a person ability to prove them selves.<br />
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In the case of Silas and his master, Silas could not be freed and he could not fight in the war because it was against the law. But Silas still accompanied his master to the front lines and at one point saved his life. After the war Silas was freed from slavery and his master was said to have given Silas and the other slaves land to put a church on. Although it was figured out that Silas never received any land personally, he did establish a church on his own, and the other slaves indeed received land to run a church on. Silas must have faced some discrimination being on the battlefield, he could have just as easily escaped like many other slaves. But he submitted himself to some discrimination in order to gain advancement. After the war he was able to build and run a church, not in the north, but in his home state. </div>
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In the case of many African Americans in the north who served in the war, it was very much acceptable to submit to some discrimination. The reason for this is because blacks were free men in the north, but they were not equal to white men. The opportunity to serve in the war was a great one, even though it was not alongside whites and they didn't get equal pay as whites. It gave blacks the opportunity and ability to prove that they were of equal value compared to the whites. It gave them a platform to show that they can fight just as hard and that they were just as strong as any white man. It gave them the ability to earn respect among both other blacks and whites. They had to submit to discrimination but what they got out of this opportunity in the long run was well worth it. It made people realize that blacks were just as strong, prideful, and resilient as any white man. </div>
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In order to get something you must give up something. African Americans in the civil war had to submit to discrimination but they were getting something far greater, the opportunity to show the rest of the country that they were equal. The blacks in the north were free but that was all they were. The opportunity to fight in the war, was an opportunity to fight for not only the freedom of slaves in the south, but for the equality of all blacks in the whole country. It was not fair that African Americans were subject of prejudice and discrimination, and no one in the world should be treated in that manner. But if they chose to not submit a little in exchange for advancement, then nothing would change and they would always be treated the same way.<br />
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<a href="http://www.pbs.org/opb/historydetectives/investigation/chandler-tintype/">http://www.pbs.org/opb/historydetectives/investigation/chandler-tintype/</a><br />
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<iframe frameborder="0" height="376" marginheight="0" marginwidth="0" scrolling="no" seamless="" src="http://video.pbs.org/viralplayer/2152291788?chapter=2" width="512"></iframe>Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-79381090482503463362014-04-06T20:40:00.002-07:002014-04-06T20:40:34.803-07:00Off to WarFrom the perspective of an 18 year old clerk from Reading MA, I believe I would join the Union army. Although it was dangerous and the chance of death was high, it would be the right thing to do. I would know that it would take the strength of the whole north to win the war, and that includes me. This would be an opportunity for me to do something more meaningful with my life rather than just work as a clerk at a dry goods store. This would be the time and place that I could serve a greater purpose and fight for what I believe in. If anything I would join the Union out of pride, to be able to be content with myself and my life. Joining the army would give a better reason to wake up in the morning than to go to work at the dry goods store. It would be a chance to prove to myself that I can be a leader; Ulysses S. Grant is the perfect example of a this. He is a man that was a nobody before the war and quickly turned into the lead General of the war. This goes to show that anything can happen if you join the army and try new things, whereas nothing would happen if I continued my job as a clerk.<br />
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Technology had grown increasingly during the 1860's. In 1862 alone there were 240 military weapon patents issued, meaning that there was a wave of new weapons that the North had at their disposal. With this kind of advantage it would only strengthen make my decision to join the Union army. Some of the new inventions included, the first railroad artillery, land mines, telescopic sights, and military telegraphs. These new weapons just one of a few reasons to join the army. The second reason is that Union developed the "Anaconda Plan" which in my opinion is a great strategy. It would weaken the Confederates economically and cripple their morale. It <span style="font-family: inherit; orphans: 2; text-align: -webkit-auto; widows: 2;">included a naval blockade to restrict the flow </span><span style="font-family: inherit; orphans: 2; text-align: -webkit-auto; widows: 2;">of goods into southern ports, a combined Army-Navy effort to divide the Confederacy by seizing control of the Mississippi River, and major</span><span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: inherit;"> offensives into the Confederate hinterlands. To me personally, this plan seems great and it encourages me even more to join the union army. Lastly, the Confederate army didn't have a navy when the war started, and even though they created a new iron clad vessel, the Union army was able to build their own vessel. In a four hour stand off the two vessels fought and the Confederate Merrimack had to retreat. This just gives me more hope and faith in the Union army that they together can overcome and obstacle that the </span>Confederates<span style="font-family: inherit;"> may place.</span></span></div>
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<span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: inherit;">Their are a few things that bring doubt to my mind though. One being that </span></span><span style="text-align: -webkit-auto;"><span style="font-family: inherit;">Union armies would have to invade the Confederacy, destroy its capacity to wage war, and crush the will of the southern people to resist.</span><span style="font-family: Arial; font-size: x-small;"> </span></span><span style="text-align: -webkit-auto;"><span style="font-family: inherit;">Which I believe is an enormous task, and close to impossible to do. </span></span><span style="text-align: -webkit-auto;"><span style="font-family: inherit;">The Confederacy could win merely by prolonging the war to a point where the Union loyalists considered the effort too costly in lives and money. With the amount of </span>casualties<span style="font-family: inherit;"> on both sides, it could become very apparent to everyone in the North that its not worth fighting the war. The Union has to go into the south and </span>conquer<span style="font-family: inherit;">, whereas the Confederacy just has to defend and wait till the North tires out. Another reason why I'm afraid of joining is because of the lack of medical treatments. Everyone who is returning from the war seems to physically lose a piece of them. If you get shot in the arm, many times the doctors will just amputate the whole army off. People return crippled and without arms or legs. This war won't last forever and if I lose an arm or a leg I don't know what I would do afterwards. I don't even think I could be a store clerk anymore. Lastly, General Grants battle of Shiloh makes me nervous, although the Union was the ultimate victor, the Confederates did show weakness in the Union army. It makes me realize that the Union can't and won't win every battle and the battles that they lose, they will suffer great casualties. </span></span></div>
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<span style="text-align: -webkit-auto;"><span style="font-family: inherit;">Considering all of this, the pros and cons of the Union army I would still enlist. My friends and family are all joining so there is no way that I would not go with them and fight with them for what we ultimately believe in. Plus, I would not want to be the only one that stays home and continues to work as a clerk while my friends fight on the front lines. Even though it means potentially losing my life at a young age. I think that I couldn't live my life truly happy if I knew that everyone else went off to war and I didn't.</span></span></div>
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<a href="http://www.edline.net/files/_yGHee_/9bdc9e8b5c1d71593745a49013852ec4/Strategies_Review_Article.pdf">http://www.edline.net/files/_yGHee_/9bdc9e8b5c1d71593745a49013852ec4/Strategies_Review_Article.pdf</a></div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/exM2YuGoWIE?rel=0" width="560"></iframe>Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-8438237424606127492014-03-04T19:02:00.000-08:002014-03-04T19:02:18.195-08:00The Timeline of Antebellum America<div class="separator" style="clear: both; text-align: center;">
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" src="http://prezi.com/embed/rby3d8wtwpwc/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" webkitallowfullscreen="" width="550"></iframe><br />
This Prezi is about the Lincoln- Douglas Debates of 1858. It is one of the many events that occurred in Antebellum America, the timeline above shows another 9 events that occurred during this time period. The objective of this project is to learn what lead up to the Civil war, and why did the Civil war happen. All these different projects together give us a better understanding of what cause the Civil war and what was happening America right before the Civil war.Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-54824225733712111552014-03-04T18:15:00.001-08:002014-03-04T18:15:15.260-08:00Ed-Cafe ReviewThe Ed-Cafe was very interesting and there were many great things that I liked about it. It allowed students to choose the topic they were most interested in, and it provided students an opportunity to express their ideas in a smaller and informal group. This created a most relaxed environment, where I felt I could just say the thing that were on my mind about a certain topic. When the groups were the right size, it created a great dynamic of being able to contribute to the group and being able to hear new ideas from other group mates. Sometimes if a group is too big, you have to listen more and talk less; if a group is too small, you have to talk more and get to listen less, as a result you don't get to hear new ideas and see other perspectives. Overall the Ed-Cafe was fun, interesting, and very informational. I was able to gain a vast amount of knowledge at a fast pace; it was very efficient. A few things that could make it better for next time is if we had more class time to work with our partners on our presentation, because its hard to get work done outside of class. Also if the topics were posted a day early or so, it would allow people to see what topic they might be interested in attending, this would allow children to form some thoughts before they go to the Ed-Cafe. Lastly, there should be more time per Ed-Cafe, one way of going about this is to have less groups. It seemed to me, right when the discussions started to get lively and peak, time was up. Instead of having two people per group, there should be three people per group, this would allow each group to have a longer discussion.<div>
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When my partner and I presented, I believed it went well. Almost everyone who attended had a chance to talk and share their ideas multiple times. The discussion stayed on topic and it was quite lively. There weren't many pauses during the discussion, and when the conversation was starting to die down, my partner or I would ask the next question which brought the conversation back. That is one thing that I thought we did well at, we were able to keep the conversation going, but more importantly I felt that we were able to push the discussions forward. We spent and appropriate amount of time on each question, enough to get the main ideas across, then we moved onto the next one. There are many ways we could improve our Ed-Cafe for next time. One major way is having some sort of prop, whether it be a map, chart, image, or graph of something. Having a prop in my opinion make the Ed-Cafe as a whole more interesting and it gives people a topic to start the discussion. Another way that we could really improve on is having follow up question for our main questions. I thought that our question were great, and generates some great discussions but it seemed to me that after we talked about one topic we moved onto an totally different question. But overall, I believe that our Ed-Cafe was a good starting point for other Ed-Cafes to come.</div>
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I think that I was a good attendee to the point that I tried to contribute to the group. I tried to add new ideas and bring up things that people hadn't mentioned yet. But I feel as though I also wasn't a good attendee because when others spoke I mostly just listened and forgot to take notes. I tried my best to hold some of my ideas back and listen to what others have to say, but as a result I would disregard what some one had previously said and just say whats one my mind. This is one thing I would like to improve one for next time, because I think it would create a more interesting conversation if people built off of each others statements instead of strictly speaking of their own ideas and thoughts. Overall, I contributed to the group and spoke my ideas aloud, but I didn't take notes or build off other peoples ideas.</div>
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The whole Ed-Cafe experience was very enjoyable and informative. I am looking forward to doing it again and hope that it is an even better experience next time. I plan on preparing even more for it next time to make my Ed-Cafe more interesting and more creative than it was the first time. </div>
Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-91389310693776293002014-01-27T19:54:00.001-08:002014-01-27T19:54:16.994-08:00The Unlivable LifeWalsh, Robert. "Aboard a Slave Ship." <i style="background-color: white; font-family: sans-serif; font-size: 13px; line-height: 19.200000762939453px;">Notices of Brazil in 1828 and 1829</i> (1831). EyeWitness to History. http://www.eyewitnesstohistory.com/slaveship.htm (Date accessed 1/27/2014)<br />
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Robert Walsh is an Irish writer, clergyman, historian, writer, and physician. He attended Trinity College in Dublin, Ireland; once he graduated he was ordained a clergyman of the Church of Ireland. Walsh had become a Reverend and he went on to becoming <span style="background-color: white; font-family: inherit; line-height: 19.200000762939453px;">chaplain to the British Embassy in </span><span style="color: black;"><span style="color: black; font-family: inherit;">St. Petersburg</span><span style="background-color: white; font-family: inherit; line-height: 19.200000762939453px;"> and then in </span><span style="color: black; font-family: inherit;">Constantinople</span><span style="background-color: white; font-family: inherit; line-height: 19.200000762939453px;"> in 1820. He was appointed chaplain to the British Embassy in </span><span style="color: black; font-family: inherit;">Rio de Janeiro</span><span style="background-color: white;"><span style="font-family: inherit;"><span style="line-height: 19.200000762939453px;"> in 1828. Walsh was a respected Reverend </span></span><span style="line-height: 19.200000762939453px;">among his peers, and was given many responsibility. He went on to serve and work in many different areas of the world. But during his time in Brazil, Walsh spent 200 days travelling through the country investigating the conditions of slaves. Rev. Walsh had a goal in mind to abolish slavery; he tried everything in his power to prevent the transportation of slavery. When Walsh was returning back to Ireland the captain of Walsh's ship spotted a slave ship. For thirty hours or so they chased down the slave ship, and were finally able to force it to heave. Once Walsh boarded the ship he was able to encounter the cruelties of slavery first hand. Walsh vividly captures what he had seen in his book </span><i style="line-height: 19.200000762939453px;">Notices of Brazil in 1828 and 1829</i><span style="line-height: 19.200000762939453px;">. The book was published only a year after the event occurred, so it can be assumed that Walsh remembered many of the detail of the event. This particular passage goes in-depth on the events in which he encountered. Walsh wanted to share this horrid image that was in front of his, in order to persuade others to take action against slavery. The way Walsh convey's his message and his experience is by using many descriptive words that make that feel as though he/she is there. It constantly points out the unimaginable things that he saw and even more things that he heard people discuss. He begins by describing what he sees, and then states that his friends have seen even worse conditions. He goes on to describe those conditions, which create an even more horrid image in the readers mind. Walsh writes this because he wants people to see how terrible things really are for slaves, he knows that telling people isn't enough; he uses his writing to draw a picture and try to let his readers imagine the unimaginable. </span></span></span><span style="color: black;"><span style="background-color: white;"><span style="line-height: 19.200000762939453px;"> </span><span style="font-family: inherit;"><span style="line-height: 19.200000762939453px;"> </span></span></span></span><span style="font-family: inherit;"> </span><br />
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<br />Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-46820769360054270462014-01-27T18:04:00.002-08:002014-01-27T18:04:58.569-08:00King Andrew the First<div style="orphans: 2; text-indent: 0px; widows: 2;">
<a href="http://lcweb2.loc.gov/service/pnp/cph/3a00000/3a05000/3a05300/3a05351r.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://lcweb2.loc.gov/service/pnp/cph/3a00000/3a05000/3a05300/3a05351r.jpg" height="400" width="265" /></a><span style="text-indent: -24px;">This cartoonist illustrates the controversy of President Andrew Jackson's "abuse" of the veto. A veto is<span style="font-family: inherit;"> a</span></span><span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: inherit;"> right given to the president, that the first 6 </span>presidents<span style="font-family: inherit;"> only used a total of 10 times and Jackson by himself used 12 times. Seven of those 12 were pocket </span>vetoes<span style="font-family: inherit;">, meaning instead of addressing the bill Jackson just let the bill die on his desk with out writing a statement on it. Jackson used some of these vetoes not because he didn't believe in the bills, but for political gains. The veto was meant to be used only when a President </span>truly believed the bill will not benefit our country. But Jackson used it for more than just that, and for his pocket vetoes he didn't bring any reasons forward for the bills dismissal. The cartoon shows Jackson as the king because the cartoonist must have felt that the President wielded all the power. Though the President could not pass any bill he wanted to, he could stop any bill from being passed. In a democratic country the cartoonist must have felt like they were ruled in a similar fashion to a monarchy. I think that Jackson represented many democratic ideals and brought democracy further for the individual person, but overall he still retained all the power with the veto. He deserves the "people's president"<span style="font-family: inherit;"> reputation because he did bring the people more power and expanded their right to vote. But </span>technically the people vote for their congressmen and senators, and the statesmen are the one who may not consider Jackson the "statesmen's president" because Jackson used the veto for freely and with out consideration. <span style="font-family: inherit;"> </span></span></div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-57483329576858483532014-01-27T17:17:00.001-08:002014-01-27T17:17:21.909-08:00The Peoples' Choice to Choose<div style="orphans: 2; widows: 2;">
<a href="http://2.bp.blogspot.com/-pHWehmQ4VJ0/UucEtT4A3UI/AAAAAAAAAH0/d-pOAHdcJ2k/s1600/Evernote+Camera+Roll+20131120+080315.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-pHWehmQ4VJ0/UucEtT4A3UI/AAAAAAAAAH0/d-pOAHdcJ2k/s1600/Evernote+Camera+Roll+20131120+080315.jpg" height="400" width="331" /></a>Democracy by definition is, "<span style="font-family: inherit; orphans: 2; text-align: -webkit-auto; widows: 2;">A government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving </span><span style="font-family: inherit; orphans: 2; text-align: -webkit-auto; widows: 2;">periodically</span><span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: inherit;"> held free elections". The United States in the 19th </span>century were not quite their with the definition, but it was a time period in which the United States was working to get closer to that definition. The amount of states in the union were increasing while the number of states with tax paying requirements and property requirements had been decreasing. In 1855 the number of states with requirements was lower and the number of states in the union was more than they had ever been in the prior 65 years. <div class="separator" style="clear: both; text-align: center;">
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<span style="text-align: -webkit-auto;">Within that 65 year time period the method of the presidential election went from majority legislator to majority people. Meaning that most states changed their voting procedures, so that the people voted for president, not the legislator. Over time more people have been able to vote and those same people were given the right to vote on more elections. With more states in the union and less requirements and more elections, the United States were becoming more democratic than before. In the 19th century the United States was taking a step in the right direction. But there were still many people who did not get the right to vote during this 65 year time period that spanned from 1790-1855. Women and Blacks still did not have the right to vote, so the United States was far from being the definition of democracy, but none the less they were moving closer to it. </span><span style="font-family: inherit; text-align: -webkit-auto;"> </span></div>
Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-87675167595353331302014-01-27T16:50:00.001-08:002014-01-27T16:50:05.270-08:00Congress Of ViennaThe Congress of Vienna was a gathering of diplomats of many European nations. But there was really one man running the show, his name was Klemens Von Metternich. He was an Austrian diplomat and during the Congress of Vienna he served as the Foreign Minister of the Austrian Empire. Metternich was leading the congress and he was faced with many problems that needed to be solved.<div>
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Metternich and the Congress came of with four concepts that addressed some of the issues of their time. Napoleon was no longer the ruler of France, which meant the Congress had to appoint a new rulers. France's current boundaries were far to large, and so land distribution had to take place. Revolutions on the rise in different countries need to be addressed. And the most important of all, making sure that the situation never happens again, they didn't want another man like Napoleon coming into power and take over almost all of Europe.</div>
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The Congress came up with four ideas to address each and every concern. They appointed Louis XVIII as the king of France; creating a constitutional monarchy, and claiming Principle of Legitimacy. They placed all the old rulers of countries back in power, claiming that they ruled with Divine Right. The congress distributed the land between the five powers. <span style="orphans: 2; text-align: -webkit-auto; widows: 2;"><span style="font-family: inherit;">Prussia gained more land to make it a major power. Russia, England and Austria gain significant amounts of land. France got downsized back to the size they were before. Germany was </span>separated<span style="font-family: inherit;"> into many different kingdoms and were ruled by </span>Austria<span style="font-family: inherit;"> and </span>Prussia<span style="font-family: inherit;">. This maintained a balance of power between the 5 powers. To address the springing revolutions the Congress created the Principle of Intervention which </span></span><span style="text-align: -webkit-auto;"><span style="font-family: inherit;">gave the 5 powers the right to send in troops into a country to stop revolutions and restore monarchs, England did not participate. Lastly, the Congress created the Holy Alliance so no, one country can become to powerful; England did not participate.</span></span></div>
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Through the Congress of Vienna, Metternich gained substantial land for Austria, the right to rule over some of the German kingdoms, an Alliance with the great powers of Europe, and he took Napoleon out of power. For Austria the Congress of Vienna was very beneficial, Metternich was a very intelligent and sneaky person. He dishonored a treaty between Austria and France in order to take Napoleon out of power. There was a king of Austria but Metternich was the one in command.</div>
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Overall the Congress of Vienna served to be a strong peace treaty. There wasn't a war between the 5 major powers of Europe until 1853. Napoleon was the enemy in the eyes of Europe, so France was not disdained. Some revolution were able to be suppressed, Louis XVIII sent an army to prevent an uprising in Spain. But other revolutions weren't able to be suppressed, the Revolutions of 1848; Metternich lost his power and fled Austria. The resolutions that were brought about during the Congress of Vienna ultimately brought balance and peace to Europe for a period of time. </div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-1430543204455604672013-11-20T21:53:00.001-08:002013-11-20T21:53:39.011-08:00The Romantic Art<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">The Second of May 1808, Francisco Goya</td></tr>
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This painting was painted by Francisco Goya in 1814. He was a well known Romantic artist; he had done many paintings that represent many themes of romanticism. In this painting there is a man in the direct middle on a horse with a very detailed facial expression. The detail and location of this man shows the importance of individualism; a major theme of Romanticism. Another themes is the awe of nature. Goya captures this by showing large, strong horses going wild; meaning that nature can't be controlled. The man on the ground labelled "3" had a angry expression on his face. Goya is representing the theme of emotion through the facial expression of the people in this painting. Some are furious while others are scared. Lastly, Goya shows horrid images of dead men on the ground, falling off a horse, and one in the midst of being killed. Grotesque and horrid images is a theme of Romanticism because it shows the bad sad of the world, the unstructured, and unorganized side of humanity. Romanticism is the counter-part of Enlightenment; one is controlled and sees the good, while the other is uncontrollable and sees the bad.Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com1tag:blogger.com,1999:blog-5445610043337041679.post-88191016723447929542013-11-20T21:18:00.004-08:002013-11-20T21:18:55.545-08:00Revolution After RevolutionIn the year of 1830-1848 the people of Europe fought for their beliefs. Throughout many nation revolutions had occurred; it was the liberal minority against the conservative majority. The conservatives were the monarchy and aristocracy in control of the countries at that time. Overall many of the revolution had failed greatly, but the ideas and beliefs that started them did not.<br />
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<tr><td style="text-align: center;"><a href="http://www.kingsacademy.com/mhodges/02_The-West-to-1900/13_Ferment/pictures/WIK_King-Louis-Philippe_Franz-Xaver-Winterhalter.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://www.kingsacademy.com/mhodges/02_The-West-to-1900/13_Ferment/pictures/WIK_King-Louis-Philippe_Franz-Xaver-Winterhalter.jpg" width="229" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">King Louis Philippe</td></tr>
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The French revolution of 1830 began in July; it was the revolutionaries and radicals against the conservative monarchy. The revolutionaries wanted to extend voting right and power to the middle class; the radicals wanted a democracy. The revolution resulted in lots of violence and bloodshed, but they removed their old king from power and got a new king. King Louis Philippe was nicknamed "the citizen king" because he treated the people with respect; he was kind to them and visited them often. Although neither the revolutionaries or the radicals achieved what they wanted they bettered their situation with a new king. They showed the rest of Europe that the middle class can make changes.<br />
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In Poland, 1830 the Polish people fought for their independence from Russia. They fought a war and were able to keep the Russian army out of Poland for several months. The people of Poland were united and had become nationalized; they were able to taste independence for a few months. They lost the a crucial battle and Russia recaptured Warsaw. The war was over but the ideas and nationalism was still alive. These ideas inspired more revolutions and shows people that they can fight for their beliefs.<br />
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<tr><td style="text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/f/f2/Metternich_by_Lawrence.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://upload.wikimedia.org/wikipedia/commons/f/f2/Metternich_by_Lawrence.jpeg" width="239" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Metternich</td></tr>
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In 1848, Hungary wanted their independence from Austria. They fought a war as Poland did in 1830, except Hungary had two opponents. Austria and Russia fought to recapture Hungary; Russia came in and stopped the revolution. But they were not able to stop it before Metternich, the leader of Austria fled. Metternich was a powerful leader and after he left he was never seen again. Hungary didn't become independent but they were able to create change and show that to the rest of Europe.<br />
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The revolution of 1830 and 1848 may have failed at the time, but the long term effects changed the course of each nation. These revolution had failed in achieving their goals right away but they did succeed in spread liberal ideas and beliefs. They were a success overall in history and had an everlasting effect. They symbolized the power of the lower and middle class, and how together they were strong enough to create some change.<br />
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-82902657030953503122013-11-19T21:22:00.002-08:002013-11-19T21:22:40.627-08:00James Monroe<div style="orphans: 2; widows: 2;">
<span style="font-family: inherit;">During the presidency of James Monroe many events had occurred throughout Europe. These events eventually became a concern for the United States. Monroe had many issues to address, all at the same time. The Quintuple Alliance had formed at the Congress of Vienna; they introduced the Principle of Intervention. It gave the great nations the right to <span style="orphans: 2; text-align: -webkit-auto; widows: 2;">to send in troops into a country to stop revolutions and restore monarchs. </span></span></div>
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<span style="font-family: inherit;"><span style="orphans: 2; text-align: -webkit-auto; widows: 2;">This gave the alliance to send armies to the new world and recapture independent Spanish settlements. Monroe address this issue by stating </span><span style="color: #010101; text-align: -webkit-auto;"> "</span><span style="color: #010101; text-align: -webkit-auto;">With the existing colonies or dependencies of any European power we have not interfered and shall not interfere.</span><span style="color: #010101; text-align: -webkit-auto;"> </span><span style="color: #010101; text-align: -webkit-auto;">But with the Governments who have declared their independence and maintain it, and whose </span><span style="text-align: -webkit-auto;"><span style="color: #010101;">independence we have… acknowledged". Meaning that the United States will not get involved will European colonies that have not become independent, but those that have already become independent will remain independent. He says that if the European nation try to recapture an independent settlement, the United States will get involved and defend the Latin American colony. </span></span></span></div>
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<span style="font-family: inherit;"><span style="text-align: -webkit-auto;"><span style="color: #010101;">Another issue that Monroe had to address was the Russian settlements in North America. The Russian were claiming and settling on land in the northwest. If they successfully controlled the area America would lose its ability to trade with Asia through the Pacific Ocean. Monroe addressed this by </span><span style="color: #010101;">stating</span><span style="color: #010101;"> "</span></span><span style="text-align: -webkit-auto;">the minister of the United States at St. Petersburg to arrange by amicable negotiation the respective rights and interests of the two nations on the northwest coast of this continent.” Monroe set up negotiations with Russians to discuss the issue of the northwest territory in North America. He was able to avoid a war with Russia over land in this region and was able to keep a passage to the Pacific Ocean. </span></span></div>
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<span style="font-family: inherit;"><span style="text-align: -webkit-auto;">The last issue Monroe had to address was a treaty with England. The English offered to help Monroe with the Russians in the northwest, if they worked together to keep the Alliance from regaining Spanish colonies. But Monroe was able to deal with both issues by himself and so he stated, "</span><span style="text-align: -webkit-auto;">not to interfere in the internal concerns of any of its powers; to consider the government de facto as the legitimate government for us; to cultivate friendly relations with it, and to preserve those relations by a frank, firm, and manly policy." Meaning that they will not make a written alliance with England, but they will keep friendly relations with them as well as with all the other European nations. Monroe addressed all three of these issues in the "Monroe Doctrine", these issues originated from the conservative ideologies of the Quintuple Alliance.</span></span></div>
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<span style="font-family: inherit;"><span style="text-align: -webkit-auto;">The overall reaction to the Monroe doctrine was positive. The Russian were able to negotiate with the United States and avoided a war. The Latin American colonies that fought for their independence were able to keep it and have the support of the United States. The English didn't make the alliance with the United States, as they wanted to. But the United States kept a friendly relationship with them, and were able to keep the Spanish from regaining all their colonies which worked in England's favor. Some people that may have not been in favor of Monroe's reactions are the remaining Spanish colonies that hoped for independence. The United States said that they wouldn't get involved with any Spanish colonies were not independent. Meaning that even if a colony was close to becoming independent, they did not have the support of the United States. The Spanish and the rest of the Holy Alliance were able to regain complete control of those colonies; all hope of their independence was lost. </span></span></div>
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-52771980691694771682013-11-05T18:46:00.000-08:002013-11-06T18:46:21.117-08:00Post Napoleonic Ideologies <iframe class="vine-embed" frameborder="0" height="320" src="https://vine.co/v/hD5D1EaM6xM/embed/simple" width="320"></iframe><script async="" charset="utf-8" src="//platform.vine.co/static/scripts/embed.js"></script>
This Vine demonstrates the meaning of Nationalism, one of the three ideologies we have studied. The Vine is an example of people who are Nationalists, it shows two Italians coming together to overthrow their foreign leader. Nationalist want to be united together with their nation and be independent from foreign rule. Nationalism is the belief in pride, connection and loyalty to ones country. They serve and support the wellbeing of their nation and are patriotic. Nationalists in existing nation like Britain and France argued for strong, expansionist foreign policies. Nationalists in regions like Germany and Italy argued for national unification and the dismissal of foreign rulers. These people believed they were unified together by shared language, customs, and history. Nationalists also thought that each nation had natural boundaries and the same culture. After Napoleon, Germany and Italy realized they were stronger if they were unified as one nation, instead of small, independent regions. <br />
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The other two ideologies that were present are Conservatism and Liberalism. Conservatism was the ideology that believed tradition is the only guide to social and political action. Conservatists thought that tradition, "old fashion" ways were the best solution to social and political problems. Conservatists were in favor of a monarchy, an aristocracy, and the Church. Most of these people were high nobles who would put themselves back on top. After Napoleon was gone all the past leaders of nations wanted their thrones back. They believed that the ways before Napoleon were the best and they believed those ways should be reinstalled.<br />
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Liberalism is the belief that there are god given right and law of men. It was the ideology that believes its the governments job to promote individual liberty. Liberals were supporters of reform and innovation, and wanted a constitutional monarchy. They wanted to abolish aristocracy and take away the traditional right of the church and install a meritocracy. The major supporters of Liberalism were the middle class, who wanted to play an active role in their government. Nations that were taken over by Napoleon felt themselves have more power. They were given the ability to play a more active role in their local government. When Napoleon was gone and the monarchs were back, they wanted to keep their new found power. These middle class people had new ideas in their minds and these ideas would soon take form of revolutions.<br />
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<br />Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-79027038183736020512013-11-01T22:34:00.000-07:002013-11-03T15:46:21.609-08:00Differences between the North and the SouthThe colonists in both the 13 British colonies and the Latin American colonies as some point or another revolted against their mother country. Some of these revolutions played out better than others, for example some went to war, others paid a debt, and one didn't have to do anything. While many things between these colonies were similar they each had different situations which would be vital for the future of their nation. The Northern British colonies were better prepared for independence than their Latin American neighbors for many reasons. One was that the 13 colonies never had to deal with the issue of slavery. While in Latin America slavery was a major topic of discussion on both sides of the Atlantic. Another major reason they were better prepared was that the 13 colonies were used to self governing. While the Haitian were always governed by people sent from France by the crown.<br />
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In Saint Domingue the enslaved population outnumbered the free non-whites and the white population by a <span style="font-family: inherit;">significant amount. Then enslaved population in Saint Domingue was the majority and for that reason they were a big factor in the Haitian Revolution. In 1791 there was a slave revolt, in which </span>they gained their freedom and were lead by . The French government had made sense of this revolt and had realized that it was only about time that they slaves would revolt. The slave revolt was a success and they had gained their freedom, which caused further problems in Saint Domingue and ultimately lead to further complications and issues. As oppose to, the British colonies majority of the population were white and free. So they never had to discuss slavery at all because the slavery population was much lower.<br />
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The French colony had even more problems as they were on the verge of independence. Saint Domingue was always controlled and ruled by people sent from the French crown. The colonist and the newly freed blacks didn't have any experience in governing and ruling. They did not have a system of government in place when they were becoming independent or even when they became independent. So this situation and lack of experience lead to even further complication. Whereas, the British colonies had colonial assembly and were more experienced in governing, not to mention they were in more direct contact with the British king. The colonist played a governing role and had a system of government in place before they even became independent.<br />
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Overall, the British colonies in the north were better prepared and experienced for their independence. They were more united and had one common goal, while Haiti had many different cultures and people with different ideas. The British colonies were more independent even before they became independent. Compared to Haiti which was more dependent on the French crown for governing. There are many more reason why the British colonies were better prepared than the Latin American colonies, but these are two important ones. These situation and decisions affected the future of both nation for hundreds of years. Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-63486021479189896192013-10-23T17:42:00.000-07:002013-10-30T17:46:16.842-07:00The Republic of Haiti <div class="separator" style="clear: both; text-align: center;">
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The Haitian people were once citizens of the French colony, Saint Domingue. After many conflicts and revolts the Haitian people had enough of the French aristocracy and declared their independence. But the colony that was once France's most vital economic settlement was not going to become free that easily. Napoleon Bonaparte and his American allies came down upon the Haitian people, after one failed attempt to recapture Saint Domingue, he made them a proposition that will leave a mark on Haiti for years to come.<br />
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<a href="http://upload.wikimedia.org/wikipedia/commons/thumb/3/3a/San_Domingo.jpg/747px-San_Domingo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="256" src="http://upload.wikimedia.org/wikipedia/commons/thumb/3/3a/San_Domingo.jpg/747px-San_Domingo.jpg" width="320" /></a>Napoleon forced the new Haitian people to pay him 100 million francs for official recognition. But to make matters worse for this young nation is that they had to borrow the money from a single French bank. This enabled the bank to charge extravagant interest rates; making Haiti unable to pay off it's debt for almost a century. This debt put a severe damper on Haiti's economy, and to add on to their failing economy they were suffering from post-independence isolation from rest of the world. Different countries may have isolated themselves from Haiti for various reasons, but there was one major common reason. The Haitian leader <span style="font-size: 11pt; line-height: 115%;"><span style="font-family: inherit;">Toussaint
L'Ouverture was a well respected man black man among the Haitian people. He helped in the success of the slave revolt that took place in Haiti, which made many other nations scared. L'Ouverture abolished slavery within Haiti which made their economy suffer even more on top of everything else. </span></span><br />
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<a href="http://ed101.bu.edu/StudentDoc/Archives/ED101fa06/ece1017/13Colonies.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://ed101.bu.edu/StudentDoc/Archives/ED101fa06/ece1017/13Colonies.jpg" width="187" /></a><span style="font-family: inherit;"><span style="font-size: 11pt; line-height: 115%;">Outside of the French and Haitian relationship laid America, the first nation to be born in the new world. Although America had gone through similar circumstances with the British during their revolution, they did not support Haiti. In fact, America did not recognize Haiti as an independent nation until six decades later when it was in midst of the American Civil War. During the time when Haiti became independent Thomas Jefferson was Vice President of the United States and later became President. He tried to block off trade with Haiti, joined forces with France to </span></span><span style="font-size: 15px; line-height: 17px;">conquer Haiti, and kept the American people as far as possible from Haiti. Thomas Jefferson, one of the Founding Fathers of American, and a major player in the American Revolution was trying to stop a revolution. He was scared that the ideas and ideals in Haiti will spread to the American South. Thomas Jefferson didn't want black slaves in America to revolt as they did in Haiti. He didn't want them to be inspired by Toussaint L'Ouverture as a black leader of his own nation.</span><br />
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<a href="http://i.telegraph.co.uk/multimedia/archive/01559/chaos_1559202i.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="211" src="http://i.telegraph.co.uk/multimedia/archive/01559/chaos_1559202i.jpg" width="320" /></a><span style="font-family: inherit;"><span style="font-size: 11pt; line-height: 115%;">Haiti suffered from all aspects and all corners of the globe when they became independent. They themselves hurt their economy in a extravagant manner by abolishing slavery. They suffered even more as they owed France 100 million france; and could only take a loan from one French bank. The Haitians were isolated from the world without any allies to help them in their state of despair. America tried everything possible to hold Haiti down because they were scared of what it would do in their own nation. From the very start of Haiti's independence they suffered a great deal which had an impact that lasted years after. As they were a suffering nation to begin with, in 2010 they felt the impact of a devastating earthquake that destroyed a large portion of their country. A tragedy that would cost them 14 billion dollars to rebuild, after rebuilding for the last 200 years Haiti will once again have to suffer. </span></span><br />
<span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"> </span> Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-11564291009376545332013-10-21T20:07:00.000-07:002013-10-21T20:07:38.256-07:00Napoleon Bonaparte's Everlasting Impact<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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Napoleon was viewed in many different ways; some saw him as a hero and other saw him as a tyrant. Nevertheless Napoleon Bonaparte was a conqueror of many lands. Under his rule he influenced the lives of many; some for the better and some for the worse. Napoleon impacted the social, economic, and political systems of many European countries. He abolished serfdom in the countries he took over. He created new trade agreements with different countries, improving the economy for every country under his command. Lastly, even though he was a dictator he gave the people more power and say in their local government. He made the day to day lives of his people better in a way they never imagined. The new lives Napoleon created for his people will have an everlasting effect on their countries.<br />
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Not everyone was a fan of Napoleon, such as Madame de Stael, the daughter of one of King Louis XVI's advisers. She viewed Napoleon as a tyrant who is war crazed and has no appreciation for elegance and intellectual riches. de Stael grew up as nobility which was not treated as well under Napoleon's rule as they were under King Louis's. For that reason is against Napoleon and everything he stands for. On the other hand the soldiers that serve him, as in the case of Marshal Michel Ney were great supporters of Napoleon. Ney viewed Napoleon as a brave and courageous leader who is the rightful emperor of France. He calls Napoleon the "immortal legion" and "august emperor". This shows that the people who knew him respected him and the nobility hated him. Napoleon did many things to help the lower class, which in turn gave him the largest army of his time. All his soldiers were volunteer, he never had a draft for his wars. His people rallied behind him in support for his conquests.<br />
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Under Napoleon's great reign the people of Italy, Austria, Belgium, Venice, Egypt, Holland, Prussia, Russia, Spain, and for a little while Portugal were able to experience power and prosperity they never felt before. Once Napoleon gave these people better lives they didn't want to go back to the way things were before. As a result when Napoleon fell and the old government and nobles came back to reclaim what they had lost, the people naturally resisted. They didn't want their old government and system back, which led to the many revolution that occurred in Europe. Because they wanted what Napoleon gave them they resisted going backwards. Napoleon impacted every aspect of their lives he made them richer, he gave them more of a voice, and most of all he minimized class distinction. With serfdom abolished and nobles with less power, Napoleon created a society where the majority of people prospered and benefited. This effect lead them to having revolution in the near future after the fall of Napoleon.<br />
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Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-15068320023240895542013-10-09T18:52:00.002-07:002013-10-09T18:52:46.564-07:00Mary Paul Letters<div>
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At first Mary Paul is excited and eager to go to the mills. She sends a letter to her father asking permission to go to the mills, she is supported by her aunt and her friend who is also going to the mills. Mary wants to make money, buy her own clothes and live on her own. She feels the same way most teenagers even now feel, she want to get out of the house and live around girls her age. Her father gives her permission to go, and after a few months her next letter is full of frustration and sadness. It seems like she misses everyone from back home, she tells her father to write back; right when he reads the letter. She also tells him to come visit and have other people write to her and visit. She is quite frustrated with the fact that she has barely saved any money. She complains about how the ride to the mills was more expensive than she thought it would be. Mary is also frustrated will all her other expenses upon her arrival. Her third letter has a positive tone but negative content. It begins by saying all the bad thing that have happened to the people around her; trying to demonstrate the dangers in Lowell. It mentions people breaking their ribs and dieing. Then it describes her daily life and schedule which she expresses with positivity. Mary talks about how she is pretty good at work and how much money she has made and the things she has bought. She states that the mills are the best place for her, and she recommended it to other girls. As the letters go on and on, her attitude and tone towards the mills becomes more negative. In the last letter she expresses a miserable tone, she was sick and can barely work; and believes that she won't get paid very well for the last few days even though he has worked very hard.</div>
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I think that the Lowell Experiment was a success and a failure; it was meant for young girls to work for a few years as a temporary job. Then quit to go back home to get married and start a family. The way Mary<br />
y feels in the beginning is the way most girls probably felt. The mills was only a good place for a short amount of time, and the longer you stay the worse it gets. So i believe that it is a success as long as the girls follow the "experiment". In Mary's case I believe that she stayed there for too many years and she become more and more sick of it and it got to the point where she became miserable. The Lowell Experiment was partly a success and partly a failure, it gave young girls an opportunity to make money and live on their own in fairly good condition. But it had a limit to it and didn't give any room for improvement or advancement. Working at the mills after a certain amount of time becomes unproductive, but as we saw in Mary's case it was productive in the beginning. She made her own money, made many new friends, and was put in a good and kind environment. Until she got sick and had to go home for 6 months before returning back to the mill. This is where I believe it the experiment becomes a failure, she came back and got a worse position and made less money. Her position was taken up by some other girl and Mary could not do what she did before. This is the turning point in the "Lowell Experiment". </div>
Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0tag:blogger.com,1999:blog-5445610043337041679.post-42814188844084450162013-10-04T22:30:00.000-07:002013-10-06T17:33:44.447-07:00Where do the opportunities lay?Where do you want to be during the industrial revolution if you were a mere peasant? Where do you want to be if you were a wealthy industrialist? After all the documents and videos we have observed in class, it has become clear that if you are an industrialist, you would want to be in Great Britain. Whereas, if you are a worker you would want to be in the United States.<div>
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Great Britain has more workers, and less opportunities; meaning that everyone would want to work for you and whoever had a problem can be easily replaced. Less opportunities for people force them to work for you; and take whatever pay and conditions you offer them. If you were a factory owner then you could make bigger profits in Great Britain because you can pay your workers a low wage, and they would have no choice but to take it. Whereas in the United States there is plenty of land and less workers; so you would have to treat the workers better and pay them better because they could easily leave, and do something else. In Great Britain, as an industrialist you have many raw materials at your disposal because of all the British colonies. This allowed for you to produce and invest in different goods. Also it allowed for more inventions to be built in Britain. Also in Britain they had invented steam powered ships that would make transportation of goods internationally faster and easier. On top of that they had made roads that last longer and railroads so transportation of goods nationally also become faster and easier. Industrialists in Britain were more likely to succeed than in the United States; the industrialist had more advantages in Britain that made it a better place to make money.</div>
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In the United States there was endless opportunity; the land was open as far as the eye could see. This enabled workers in the US to have a more positive experience. Factory owners had to pay them well, and treat them well, because if the workers had other opportunities. A factory job wasn't a workers only option; which made the factories pay them better than factories in GB. When we compare the schedules between mill workers in GB and the US we can clearly see that the workers in the US had more breaks, more sleep, and more pay. The US was not fantastic but compared to GB it was considerably better. If you compare Emily Nutter's schedule at the Mill in Lowell and William Coopers schedule at the Mill in GB, it is clear that Emily's life is easier. She has time to eat breakfast, dinner, and supper, and have free time to do whatever she wants. On the other hand William Cooper only has a 40 minute break for lunch for the whole day. He has to eat breakfast on the run and eat dinner on the run. He had to work till 9 p.m for a total of 16 hours; whereas Emily worked till 7 p.m, for a total of 12 hours. In the US only one member of the family had to go, unlike GB where the whole family had to move to the city to work. The girls lived in boarding houses which taught them independence but also they were with other girls their age. These boarding houses were compared to academies where they kept the girls disciplined and moral. Overall the workers had more advantages in the US than in GB, they lived better lives and had more opportunities. </div>
Ricky P.http://www.blogger.com/profile/14076770143687084043noreply@blogger.com0