Andrew Jackson

The history class started a new lesson on Andrew Jackson . The essential question  that summed up this lesson was, " Is Andrew Jackson's long-standing reputation as 'the people's president' deserved? Why? Why not? " to help better comprehend this question, the class was divided into  groups and each group was assinged a strategy  Andrew Jackson used during his presidency ruling. Other groups were assinged Indian removal or spoil system. The Indian removal was a law Jackson passed that removed the Native Americains from  the Southern states of America. The spoil system is practice where a political party gives government jobs to voters and supporters after electional victory.  My group chose the bank war as a topic which was about the United State's national bank. In the 1800s, United States' national  bank was the only bank. Since this was the only bank at the time, it controled credit and the economy by controlling trade. Jackson believed that the bank's great power would cause harm to the country  and  his goal was to create smaller banks. Jackson wanted to destroy the bank but then reflected because the bank was the only  bank that gave paper money actual value. To answer, the essential question, I do not think that Andrew Jackson's reputation should be deserved because he  teared members of his country apart when making the Native Americains move off the land. he did not acknowledge the fact that they did not know where they were going. Also, the spoil system  favorited only the loyal government supporters. Lastly,when Jackson  got rid of the first national bank, aware that it was going to cause an economic collapse

The Rise of Democracy

The class started a lesson called the rise of democracy. Democracy is a form of government that provides people an equal oppurtunity to vote for whomever or whatever they want. While studying this lesson, students learned that the United States did not have a great democratic system in the early 1800s. They had a democratic republic which was when the leaders of the state voted for people of the state. This system was made up of Caucasian men who had most freedom and rights. To better understand the democratic rebublic the class was divided into groups and was assinged to create a project that answered the essential questions which were "how should we define democracy?" and how democratic was the United States in the early 1800s?" Completing these projects helped enhance the comprehension of students in the class on democracy.

This is a link guides you to my group's project 

http://www.showme.com/sh/?h=5MqTv16

This photo visually presents the property and tax paying requirements to vote

Latin American revolutions: The racial injustice

In class, the teacher assigns the students essential questions to answer throughout each lesson. The essential questions for this unit were, "Why is it essential to acknowledge human value regardless of race? How are the events in the Latin American Revolutions evidence of this social imperative?" An individual's value should be acknowledged no matter what race they are. Everyone is the same inside and out; their race should not be a barrier to the way they are suppose to be treated. Events that occurred throughout the revolutions in Latin America were a social impact on race. For a better understanding on the impact of race in the Latin American revolutions, the class read a document that provided information on the populations that made up Latin America.  

This pie chart shows the population of what made up Latin America 

These are descriptions of what each race was 

The class also made observations on a painting  called Casta Art which  trace the convoluted  racial mixing of the people in Mestizaje which is a process of race mixing. Below presents a painting of the Casta Art.

 The class then divided into three groups, each group being assigned 1 of the 3 locations that a Latin American  revolution took place. The options were Brazil, Mexico, and Gran Colombia. After groups picked their country, their task was to create a timeline based on the information that was provided in the documents they read from. Later, the class broke into smaller groups with each group having at least two representatives of their country and shared their timelines in the smaller group.

Below is the timeline of Mexico 

In the smaller groups, after representatives shared thier timelines, group members were to find similarities and differences between their revolutions. Some similarities that groups discovered was that all the revolutions resulted in the country gaining independence. Also, all the countries rebelled against European rulers. The differences were that each revolt took place in different locations and each ruler was different. Although each revolution were in different routes for independence race was a big issue. In Brazil, the elites,a group of people to be considered the best in thier society, with the leading of Minas Gerias rebelled against the imperial taxes, who were creole, and also rebelled against the peninsulares from Europe. In Mexico, under  Agustín Cosme Damián de Iturbide's rule, Mexican army and political leader, viewed Mexicans or mixed Indian with less rights. In Gran Colombia, Santísima Trinidad Bolívar , a military and political ruler, was raised by slaves. Being raised by slaves changed his view on the whole race conflict that occurred in Gran Colombia and he supported people that aversed the country.  

Unfortunately, race is still an issue people face in society today. Lately, there have been shootings of young Africain Americain males. For example, Treyvon Martin was a young Africian American boy who was unarmed and shot by George Zimmerman, a mixed race Hispanic man that was a neighborhood watch coordinator. Zimmerman was questioned but was never found guilty. Another similar event occurred in August were another young Africain Americain boy by the name of Mike Brown was fatally shot by Caucasian officer Darren Wilson. Akin to Martin, Brown was also unarmed but Wilson was trialed and later was found not guilty. Another recent shooting took place when a 12 year old Africain Americain boy, Ramirez rice, was shot by officer Timothy Loehman and later died. Information had not yet been realeased on weather officer Loehman is going to be charged or not. Ivins Rosier, an Africain Americain boy was sentenced 23 years in prison for shooting a police dog during a burglary. Many people may have different opinions which argue against the fact that the deaths and accusations of these young Africian Americains boys have nothing to do with thier race but I do. I believe that a person who is unarmed should not be shot to the point where they lose thier life.  Police officers are trained to shoot a suspect where they make the person weak enough to arrest them. Yes, there are background stories to Treyvon Martin, Mike Brown, Ramirez rice and Ivins Rosier that make them seem like a bad person and even may consider them a criminal but the outcomes of thier situation should have been different. History will always effect the way society works. Race will always be a problem in the world. The only way to decrease racial injustice is for people to work together as one.

 

There are many qualities that make a great leader. For example, great leaders must have self awareness. They must acknowledge their inner strengths and weaknesses.They must be able to direct themselves both powerfully and effectively. A leader must have a vision and have the ability of working towards a goal that is greater than themselves and benefits the people. An example of a great leader is Malcolm X who was an African American activist who fought for their natural rights. Malcolm X had engaging characteristics such as the previous that was listed which made it easy for people to follow him. Toussaint Louverture was an admirable leader in the 1800s. Like Malcolm X, Louverture also fought for the rights of  people, specifically the slaves that were in Saint Domingue.  As French ruled Saint Domingue, it became the European power’s richest colony. Toussaint Louverture was born into the world in 1740. As slave he was a herder, coachman, and later became an overseer for other slaves. In 1789 after many plantations were burned down by slaves because of the refusal to end slavery, Toussaint Louverture became a leader of the rebellion after encouraging slaves to rebel and fight for their freedom from the Caucasian planters. Louverture’s role in Saint Domingue’s fight for independence cannot be overstated. Louverture’s legacy should be that of a liberator of slaves, a military commander, and a ruler of Saint Domingue during and following their struggle for independence from France.  

http://en.wikipedia.org/wiki/Toussaint_Louverture

Despite asserting his leadership as a military commander and a ruler, Louverture’s leadership during the slave rebellion in Saint Domingue resulted in his remembrance in the modern day.  After becoming a freed slave, Louverture devoted his life to the liberation of all slaves on the island of Saint Domingue, now known as Haiti.  In the year of 1791, a revolt took place starting the Haitian Revolution caused by the slaves wanting to gain independence.  As the revolution began in the Northern part of Saint Domingue, Louverture served as a doctor and commander to the troops. He then trained the troops in guerrilla tactics where troops learned to use their surroundings to remain undercover. Another warfare tactic utilized by Louverture  was “European- style,” where troops learned how to fight shoulder to shoulder which was important because most of the battles were fought in this style. In the timeline of Abolition in Saint Domingue it stated that in 1794 "The revolutionary government in France under Robespierre abolishes slavery in France and all its colonies(Document. A).” Louverture and his troops ended their revolt against French colonialists as  the French government in Paris abolished slavery on the island. Later, in 1796, Louverture, General Dessalines and General Christophe, former slaves who helped lead the revolt, organized an army against the British who were concerned about slave abolishment extending to other colonies such as Jamaica. These events that took place not only show Toussaint Louverture as a military leader,  but as a liberator of slaves because he organized his army for the purpose of  fighting for their freedom. Also, he wavered in his siding  with French, depending on the French government’s views regarding the abolishment of slavery. Furthermore,  in 1797, Louverture  wrote a letter to the French government threatening action if they were to reinstate slavery. In the letter Louverture wrote, "I declare to you that this would be to attempt the impossible: we have known how to confront change to our liberty, and we will know how to confront death to preserve it (Document. B)." In Toussaint Louverture’s opinion, it was impossible to reinstate slavery in Saint Domingue because the slaves were already free and would be willing to fight to the death to preserve their freedom. Louverture assembled and headed the commission, forming Saint Domingue's constitution of 1801. Under the title II of the new constitution: "There cannot exists slaves in this territory, servitude is therein forever abolished. All men are born, live and die free( Document. C)." This furthers Louverture’s cause as a prime opponent to slavery because he was able to create a legally binding constitution that made all men born free. Toussaint Louverture should be remembered as a liberator of slaves based on the timeline of abolition in Saint Domingue, his leader to the French Directory and Saint Domingue's constitution of 1801.

In 1801, after Toussaint abolished slavery, he became ruler of Saint Domingue, presenting another justification for his remembrance.  As a ruler of Saint Domingue, Toussaint was able to make a proclamation establishing more laws with regards to the population that was refusing to work . The proclamation stated, "As soon as a child can walk, he should be employed on the plantation according to his strength in some useful work (Document D)." Louverture wanted to make sure the country's agriculture did the best it could. In fact, any individual who decided to break this law was arrested by the local police. Also, if a plantation supervisor failed to report runaway vagabonds, they would be sentenced to a week in jail. Although the punishments for breaking the law were harsh, as a ruler of Saint Domingue, Toussaint Louverture needed to make tough decisions to ensure the success of the nation’s economy. Another example of Toussaint Louverture’s leadership over Saint Domingue was his establishment of the commission that created the constitution of Saint Domingue in 1801. Under title VIII of the constitution,  it states, " The constitution nominate citizen Toussaint-Louverture, chief General of the army if Saint-Domingue and...he is entrusted the direction thereof for the remainder of his glorious life (Document C)." Toussaint is named leader of Saint Domingue in this constitution. This document shows that Louverture should be renamed as a ruler of Saint Domingue because he was in charge of writing the constitution from which the formation of the nation was based.

Finally, Toussaint Louverture was a superior military leader, another remarkable quality of his. Toussaint did not rule without resistance of his citizens.  In fact, after gaining their freedom, many former slaves objected the plantation system because they were essentially doing the same work that they had done as slaves, but were now earning money for it.  Also, the plantations were ruled by the same slavers of the former slaves which left the slaves feeling as if nothing changed for them. Hyacinthe Mayse, Louverture’s adopted nephew believed that Toussaint Louverture was wrong to support plantation farming. Mayse and other former slaves distrusted Louverture because he was very friendly with the Caucasian planter class and also, it was unfair of him to force former slaves to work under the same plantation owners they previously worked for. Mayse challenged Louverture’s policies in agriculture and organized a rebellion on October 29, 1801 on the Northern Plain.  Louverture was so angry that in response, to this rebellion, as it states in the document, “... he ordered the mutineer regiments on parade and summoned certain men to step out of the ranks and blow their brains out (Document E).” Louverture made the troops that participated in the rebellion to kill themselves. His nephew was later arrested and executed. Although the consequences were harsh, his reaction to the rebellion showed that him maintaining order as a military leader making sure things go as planned and not to the consent of the slaves. Toussaint Louverture had many character traits that made him a good leader such as generosity, humanity, and courage which helped posses him to gain his soldiers confidence and respect. In 1801, Napoleon desired to take over Saint Domingue again with a feasible goal of reinstating slavery. Napoleon sent troops to the port city of Samana, according to Louverture, to try to reinstate slavery. In reactant as said, in A Description of Toussaint Louverture, “Toussaint and his generals at once abandoned the towns and betook themselves to the mountains( Document F).” Louverture’s troops burned down the city and traveled to the Alps mountains before the French troops arrived. this left the troops at a disadvantage because there were no resources upon their arrival. Also, the Haitian  troops had more time to prepare and French were on accustomed to fighting in the city not in mountains. This document proves that Louverture should be remembered as a military leader because he trained his army to become great soldiers by training them how to use guerilla and European tactics.

Toussaint Louverture had a legacy that people should definitely remember because  he was able to make great changes in Haiti. He was able to free slaves which was a big achievement considering that he was a former slave. With the accomplishment of liberating all slaves he was able to rule Saint Domingue. He had harsh consequences that made him a leader to despise but also made him a leader to admire because his consequences showed that he was a strong leadership skills and did not put up with things that would hurt the country and things went as planned. His military skills were superior which made his troops win a lot of the battles that took place. Toussaint Louverture should be remembered mostly because liberating slaves but also for ruling Saint Domingue and being a great military leader.


The documents
Document A: Timeline of Abolition in Saint Domingue
Document B: Letter to the French Directory, November 1791
Document C: Constitution of 1801
Document D: Proclamation, 25 November 1801
Document E: 1801 Rebellion Against Toussaint
Document F: The Battle of Samana

Below is a link to a very interesting video about the Haitian Revolution
https://www.youtube.com/watch?v=5A_o-nU5s2U

Revolutions between 1830 and 1848

The revolutions between 1830 and 1848 such as the Decembrist revolt, French Revolution of 1830, the French Revolution of 1848, the Frankfurt assembly and Hungarian revolution of 1848 were concluded as complete failures according to historians. In class to help students better classify the failures of each revolution students created a scale of failure. Then the teacher sorted the class into groups and assigned each group one of the revolutions listed previously. Each group was to read facts about thier revolution and create a survey monkey using primary sources. Creating the Scale of failures adviced each group an enhanced comprehension on what to consider a complete failure. Creating the survey monkeys helped students learn about other groups assigned revolutions

My group's assinged revolution was the Hungarian revolution of 1848. This revolution started in the Austrian empire when a revolt broke out in Vienna caused by students and workers protesting. This revolt caused Metternich to resign and flee. The revolution began to quickly expanse to other parts of the empire. In Budapest, a Hungarian hero, Louis kossuth led a Hungarian nationlist in favor of a independent government, the end of serfdom and a written constitution. In A History of the Nineteenth Century, Year by Year, Volume 2 By Edwin Emerson, Maurice Magnus 1900 , it stated, "Kossuth declared in the Diet “From the charnel house of the Viennese system a poison laden atmosphere steals over us It would paralyze our nerves and pin us down when we might soar The future of Hungary..." This excerpt describes what kossuth wanted from the diet. In Prauge Czechz  requested the same demands. Austrian empire agreed to reform due to the overwhelmed of events that occurred at this time. Gains were only temporary because shortly Austrian troops recaptured their power of Praugue and Vienna with the assistance of the Russian troops.  From the National song of Hungarary written by Alexander Petofi it stated,"The time has come, say one and all: Shall we be slaves, shall we be free? This is the question, now agree! For by the Magyar's God above." This song provided a rebels perpective during the Hungarian revolution. They felt like they were slaves Rebels in Budapest were destroyed and many were also executed, imprisoned or exiled.

Below are screenshots of my groups survey monkey on the Hungarian revolution. The results showed that students in the class learned the survey.

Although the results of the revolutions listed above  were failures, success was achieved at some point during the revolution. For example, during the French Revolution of 1848 the congress of Vienna was able to restore Louis XVIII to the French throne were be was able to issue a monarchy. Also, the French revolution of 1848 the National Assembly was dominated by members who wanted to change order and issued a constitution. The only complete failure of a revolution was the Decembrist revolt where no success was made and any rebels were imprisoned and excuted. The French Revolution of 1848 and 1830 were just two examples of temporary  success but the Decembrist revolt was a complete failure.

Congress of Vienna: Holy Alliance

When one's power is being threatened, they should seek alliance from another country for help. In class, the teacher sorted students into groups and assigned the groups a problem that was needed to be fixed after the defeat of Napoleon. Groups then predicted how they would rectify  those problems. After each group came up with  ideas for solution, the teacher put the real solutions up on the board and students record notes. This helped students get an idea on what the Congress of Vienna was.  

Metternich was the Austrian ruler and a leading figure during the Congress of Vienna. After the battle of Waterloo, where Napoleon was defeated,  the Congress of Vienna established guiding principles which would shape the direction of Europe for the rest of the 19th century. The Congress of Vienna concerned the reapportionment of Europe after the fall of Napoleon and the demise of the French empire. The Holy Alliance consist of four European powers: Russia, Prussia, Austria,and France. Metternich used the Holy Alliance to threaten France, so if France tried to attack, the other three allies would be able to defend one another and retaliate with greater force than the French. The impact was that it prevented a weakened France from attacking the other members of the Holy Alliance. It also took away many of their colonial holdings and made them more reliant on other European powers for economic and military support.

 I do not think the powerful people of Vienna made the correct choice of creating the new guiding principles because they g made it possible for another revolution with France . I think the power between all five countries in the principle of legitimacy should have been equally distributed to avoid chaos and future revolutions. Although there was 40 years of peace between the five leading powers in Europe. If there were little adjustments made to Napoleon's conquest, there would have been less 

Video clip from Napoleon and Metternich: https://www.youtube.com/watch?v=sJGW0jf-rmU&feature=youtu.be

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visual of the holy Alliance: http://westerncivguides.umwblogs.org/2012/02/28/the-holy-alliance/

The Major Ideologies

The major ideologies of the 19^th century were conservative, liberal, nationalism. These ideologies socially and economically impacted actions during the French Revolution.  Conservatives like the Catholic clergy, the aristocrats and the monarchy did not want the French Revolution to take place because that would result in their power being taken away and they saw the revolution as chaotic due to their fear of change.  Liberals such as members of the bourgeoisie believed that people had natural rights and should be able to vote for a government based on their citizenship, not bloodlines. The teacher sorted the class into groups and assigned every group an ideology. The teacher assigned two groups in the class the same ideology so when it was time to present the class voted which group had a better presentation of their ideology. This activity gave a visual idea of what each ideology was and it help better understand the ideologies.

 https://www.educreations.com/lesson/view/liberlism/25528786/?s=fMuzU5&ref=app

Above is a link to the group’s liberalism presentation. The presentation helped define liberalism because the pictures showed a visual on what liberalism was. Also, throughout the presentation group members and I described what each picture meant and the how it relates to liberalism Liberals believed in natural rights and supported individual liberty. They also voted constitutional meritocracy over absolutism. This ideology influenced social and political action in the vote for a rule based on the bias of their ability and not their family.


Conservatism is another important ideology as long as Nationalism. Conservatism supported a higher monarchy and they did not like change and wanted to keep the church in control. They influenced social and political actions in the 19^th century because they liked to keep innovations and they felt like if change was to happen then there would be a revolution and violence.  Nationalism believed that people should be united under one custody because it protected them from invasions.  Also, they wanted people to be brought together as a nation and progress humanity. They had a social impact by bringing together nations through the share of customs, shared language, culture, and history.

Marxism vs Smith, who was better?

In class the teacher passed out Hershey kisses to everyone. Everyone in the class received three Hershies but only two people received ten Hershies. After the teacher distributed the chocolate, classmates versed each other in rock, paper, and scissor. The rule was that only one round was played and if a classmate lost they had to give a Hersey to the person they lost to. If a student lost all their chocolate they sat down. The second time the teacher recollected the Hershies from students and re-distributed them that time, making sure everyone had an equivalent amount of chocolate. The teacher then gave the options of staying seated or facing other classmates to gain more chocolate. The frustrating parts were giving up the chocolates and having to be seated if people lost all their chocolate. Also, in the beginning when the teacher handed out a large amount of chocolate to two students it was frustrating for other students because the two students received a superfluous amount of chocolate. The fun part of the activity was by the end, the class was able to eat the chocolates. The purpose of that activity was to show the class an idea of Communism, socialism, and capitalism.  In the beginning of the activity when students were playing against each other and there were two students with a lot of chocolate they were considered the rich people in society and as they went around and people lost that represented how rich people gained more money and poor people got poorer. The second round when the teacher recollected the chocolate that represented how the government would recollect money and evenly distributed the chocolate. Overall, the activity was a fun way to begin a topic and it gave some type of experience on how capitalism, communism, and socialism played its role in society.

 Karl Marx and Adam Smith were both economic philosophers whose economic theories intended to benefit the poor.  Both Marx's and Smith's theories aimed to attain a stability within the economy and government. Marx's theory, Marxism, assumed that capitalism would falter because the proletariat would no longer stand for industrial exploitation.   As a result the Proletariat would revolt and take over the government and industrial production.  Proletarians, following their revolution, would produce a self-sufficient economy and they would manufacture all of what they need within a Socialist system. A socialist system is the first step to eliminate socio-economic classes. Over time, they would become a classless society due to the wearing down of societal barriers to form a more extreme form of Socialism, Communism. The poor no longer get exploited because they share the same socio-economic level as industrialists.

http://historyguide.org/intellect/marx.html

  In contrast, with Smith's theory a capitalist society operates with no government.  Thus, the theory was a natural phenomenon that modeled free markets and capitalism through a rivalry for scarce resources. Smith assumed that people try to augment their own goods to become wealthier. By doing that through trade and entrepreneurship, society as a whole would be best off. There's no "visible hand" directing companies in Smith's theory. Smith's theory benefited the poor because eventually when prices dropped it could be available to more people and  the poor would be able to afford what they wanted to buy.

http://www.newrepublic.com/book/review/adam-smith-nicholas-phillipson

I think that Marx's theory is a better solution because it would be a classless society and people wouldn't have to worry about whose making more or whose making less. Also, with Marx's theory the government would provide everyone what they needed and so there would be no competition to who has it better. With Marxism society is a better place because everyone's power is equivalent.

here are links to videos to learn more about Karl Marx and Adam Smith

http://www.youtube.com/watch?v=ulyVXa-u4wE&feature=youtu.be
http://www.youtube.com/watch?v=16IMc5mhbZk&feature=youtu.be
http://www.youtube.com/watch?v=kqMK3LmHPZs&feature=youtu.be

Was Napoleon's impact a good one or nah?

Many people looked at Napoleon as an influential figure. In a document called The Lost Voices of 

Napoleonic Historians, a historian describes Napoleon as a great ruler, "He was the greatest genius of his time," she wrote, adding, "perhaps of all time, yet he lacked the crown of greatness -- that high wisdom born of reflection and introspection which knows its own powers and limitations, and never abuses them; that fine sense of proportion which holds the rights of others in the same solemn reverence which it demands for its own."

Napoleon Bonaparte had an influential impact on France as well as the rest of Europe. With his superior rule he was able to change the country politically, socially and economically. Napoleon’s biggest impact occurred through military and political innovations. Changes in this area are because he had control over countries such as Belgium, Egypt, France, Rhineland, Holland and many other countries. With his power, he had the authority to change how countries were run. A major change was the introduction of a new government system called meritocracy, a way of ruling that appointed a leader based on their ability to lead and their knowledge instead of their social class and their past kinns. This system complies with the change in the social economy that Napoleon imposed because it exploited nobility and brought focus to the common man.

Napoleon positively impacted social systems by making all treated and valued equally. To achieve that, he extradited serfdom and got rid of nobility power which ensured the common people of France an improved life. The majority of the people in France supported this new system, except for the high class nobles. The high class nobles were upset with this new system because their power decreased. Madame de Stael was a nobility member and a daughter of King Louis XVI’s former financial adviser. In a document I read she describes her opinion on the new social system. She says, "His system was to encroach daily upon France's liberty and Europe's independce." She disagrees with Napoleon’s system because she loses her power. On the other hand, a man named Michel Marshall Rey benefits from the new system because he was an officer who served for Napoleon. Rey describes Napoleon as an "immoral legend." He benefited from Napoleon's ruling because he gained power and had the ear of France. Napoleon gained both military and political power through appealing to the masses of people.

Napoleon also made enormous economic improvements. He expanded trade throughout the many countries he conquered. He also built many new canals and roads. This benefited the people because it allowed for a faster flow of trade throughout the countries, creating more revenue. Another way he stimulated and enhanced the economic system was through tariffs outside of Europe where he was able to get products for better trade. Along with trade he was able to balance France’s budget.  All of these accomplishments increased revenue for France. 

The Lost Voices of  Napoleonic Historians

http://www.napoleon-series.org/research/biographies/c_historians.html

http://www.mrodenberg.com/category/corsica/

Document sources: Ten Years of exile by Madame de Stael and The French Revolution and Napoleon:An eye witness history by Joe H. Kringberger

The MOSI is a all about being industrialized

My history class had the opportunity to video chat with two men from the MOSI  meusem which stands for meusem of science and industry. Before the video chat, we prepared ourselves by exploring the MOSI website as a class. The website provided information on the types of exhibits in the meusem and industrilized mechines. Also,the class watched a video titled, "Jamie is our explainer." While watching the video the class kept a list of key words that were said throughout the video.  some key words were draw frame, speed frames, power loom and slubbing.  After listing these key terms groups looked up the definition to them. Doing these activities helped the class come up with topic questions to ask the men that worked in the factory for the live  video chat.






While men from the factory were video chatting the class I learned  a lot about the evolution of textile from the 1700s through the 1990s. There was a hudge amount of improvement  for producing cotton. For example, when families were working in thier homes it took them up to a week to produce the cotton while in the factories it took 20 minutes. Although the process was faster it was a dangerous process. Factory accidents happened very often. In the video chat Jamie, the historian, mentioned how if a bell on a mechine snapped children had to replace it and if a light child was to replace they they easily got lift up because the were so light. A lot if times children's arms or legs would get caught in the machines.

Children and women worked very hard in the factories. Ladies and children made thread on the spinning wheel. The children would brush the fibers into a straight line into the right direction while also trying to pick fibers. If they were distracted they could easily mess up which would be bad because them the got punished. A punishment that I thought was harsh that Jamie mentioned was that they would strap children to a mechine so that they wouldn't run away. Another thing that caused accidentes were when children had to crawl under mechines to pick up thread. For example the cabin engine was a type of mechine and children would fix the thread so that they went into the right direction. If a the children  Essex up or missed a thread they would be finned. Also, some children had to crawl under the mechine to pick up thread but had to be quick because there were carriages that went back and forth under the mechine. Some positive impacts the factory had on family and children were that they produced cotton faster and they didn't have to worry about their look being broken because they were at factories. Some negative impacts were the factory accidents and how factories punished the children.

Overall, I enjoyed the video chat. I thought it was cool how a actual historian showed the class around the meusem through video chat. Also, I learned a lot of suprising information like how in Manchester, there were no birth certificates so some children were sent to the factories to work before the factory working age. The only thing that I disliked about the video chat was sometimes, the connection was poor in parts if the factory so I wouldn't be able to hear Jamie. I definitely recommend the live video chat in the future for a different unit or lesson because I learned a lot of interesting facts .


This a picture of an industrialized machine from www.thehistoryofenglish.com/history_late_modern.html

Don't mess with thier money!

The Industrial Revolution was a time when new machines were being invented. Mostly women and children worked in the factories. There were boarding houses that provided young women a temporary job but they had to work in the factory. In the 1800s during the Industrial Revolution young women would be convinced to go work in the Lowell mills. The way they convinced the young women and their families were through the Lowell experiment. This experiment was an industrial project that tried to avoid the negative aspects of industrialization in England. This project was successful because it was a way to persuade girls to come to Lowell  mills so the owners  could maintain mortality and dignity of temporary workers. The project would emphasize family dynamic because there was a mother and father figure in the boarding house. The mother figure was the boardinghouse keeper and he regulated outside behavior when the girls were on breaks or on their day off. The father figure was the corporation and he would set the rules. The girls had church on Sunday and had a curfew of 10. Also the girls couldn't date or hang out with boys. The project was successful and went well for a while because it was a safe place for young women.

The Lowell experiment created less work for young women especially with the new transportation that was invented during this time. There were many benefits of this experiment. The girls were able to make extra money to send home and help their family. They had freedom from their families but not so much where they were able to do anything they wanted. Also the girls experienced a new way of living while in the boarding house and the job was only temporary 

so they went back home when the job was over and didn't have to worry much about being away from their family for long. Although there were many benefits there were also cost of the girls working in Lowell mills. It was expensive to live in the boardinghouse and they girls worked long hours. Working at the factory put some girls at risk for injury and the rules of the boardinghouse were very strict so they limited the girls' freedom. Even though there were many benefits of working in Lowell mills there were also costs. 

In the beginning of the Lowell project, conditions were fair  but later there were opportunity restrictions on the young womens' working life. This was because the girls were only females and they were predicted to obey any rules that was set. In Frank Leslie's illustrated newspaper written on March 17, 1860 read, " The first Lowell 'turn-out' or strike, took place in 1834, when owners announced a 15% wage cut." After a while, the young women wages were cut by their owner but the owners still tried to increase productions in the factory. In reaction to this, about 800 girls went on strike through Lowell. The owners quickly replaced the girls as it says in the newspaper, " From the surrounding countryside, and the strike was defeated." The girls strike didn't succeed  at first because it wasn't  a proper way to start a strike.  Two years later in 1836, the owners attempted to force the young women to pay higher prices for the rooms and to board. In the article it says, "After several weeks, most owners conceded the rates and re-adjusted the boarding rates." The women succeed with this strike  because they were more experienced,educated, and organized . After that strike most of the owners made changes and made boarding prices the same again.

By Hammer and Hand All Arts Do Stand.”
The artisan’s symbol adorns an announcement in New York’s General Trades’ Union newspaper,The Union, calling for a demonstration to support union tailors convicted of conspiracy in 1836. 

In class the teacher assigned grow  to create a museum curator of the Industrial Revolution. At first groups had to fill out an analysis sheet. Filling out the analysis sheet was the most important part of curating because it helped analyze each piece of source there was. By filling out the sheet information on when, where, and why the source s were made was asked and help groups have a better understanding on each source.

When coming up with name of the exhibit we wanted to be creative and unique. As a group we named the exhibit from Spinning Wheels to Power Looms. The group came up with this title because the Industrial Revolution was a time where new inventions were made like spinning wheels.

The first source of my group's exhibit was the the almond loom in 1771. They were mostly in people' s homes and everyone in the family were able to work together and earn money together. The next source after spinning looms went to power looms at textile mill. The  looms at textile mills were the industrialized looms that were in the factories. Next in the exhibit was the spinning wheel in 1814 which was what women used in their homes. The spinning wheel was industrialized and changed to the spinning Jenny. The second to last exhibit was a graph that showed how rapidly London's population grew after the industrialization. The population was so large that London was the first city to have a population of 1 million. The last source in the exhibit was an observation made on how the industrial revolution impacted families. When the families had machines in their homes it was easy for the family to work together and provide buy once the buds trial revolution came families had to depend on one person to go to work and that one person had to provide for the family.

While visiting other exhibits from other groups I learned a lot about the industrial Revolution. There was an exhibit named weaving slavery into Industrial Revolution. More cotton was being produced but the population of slavery was also increasing. There was an increase in 15 southern states from 1770-1860. Another exhibit was called all work no play. This exhibit was about child labor and how children were put in dangerous conditions working. Children were used in coal mines and they were strapped leathers around them and made them pull large cargoes through small places. My favorite exhibit was called the dark side of the Industrial Revolution.This was my favorite exhibit because I was so surprised on how something that was meant to do good for people ended up harming people. Steam boats and other inventions were being invented but the pollution population went up a lot. Also some English cities were covered in black smoke and lower class were sombered in filth. Making these exhibits helped me learn a lot and gave me a better understanding if the Industrial Revolution.

What's so revolutionary about the industrial revolution?

The Industdial Revolution was the evolution to new manufacturing process which tookt  place from the 18th to 19th centuries. This time period was a time where agrian societies in America  and Europe became industrial. Antecedent to the Industrial Revolution which commenced in Britian in  late 1700s production was mostly done is people's homes utilizing basic machines. Industrialization marked a switch to  powered mass production factories. The development of the steam engine and textitile industries were very important because they improved systems if transportation and banking. 

The Industrial Revolution was revolutionary in Britian because of the transportation. Before the upgrade of the steam engines raw materials and finished goods were distributed by boats or wagons pulled by horses. After Richard Trevithick constructed the first railway steam locomotive and john Macadam developed new techniques for rail road construction  steam powered trains pulled carriages and moved goods. This made it easier for factory owners to send goods to places that couldn't be traveled to . Steam powered boats were helpful because they enabled faster shipping. This was revolutionary because the people came from having to ship items in wagons or boats but when then upgraded to steam powered boats and trains which helped them get to places faster and easier. 

Another reason why the Industrial Revolution was revolutionary is because  of the textiles industry. Before the factories textiles were created mainly in people's homes. Merchants provided raw materials and equipment . In 1700s series of inventoons were made that required humans to use less energy.  James Hargreaves inveted the spinning engine called spinning jenny. This machines produced lots of threads faster concurrently. Another inventor had improved this wheel and named it spinning mule. The power loom was also a innovation in textiles which weaved cloth. Textile Revolution was revolutionary because before merchants where creating products from raw materials in thier homes but now that the machines were invented, they didn't need to produce anymore. 

This is a picture of the spinning jenny 

http://www.rootsweb.ancestry.com/~norway/SpinningWheels.html

Aint nobody got time for false facts!

 My history teacher assigned the class some activities that were meant to teach us how to search and use online resources responsibly. The activities showed us how to look at websites and see if the information is accurate and also showed us how to shorten things when looking them up.

The first activity the teacher assigned was on website called a Google a Day     ( the link to this website is http://www.agoogleaday.com/#game=started). The website has a series of questions that are asked and students had to look up the correct answer. I enjoyed this game even though it could be difficult at times. The frustrating parts were when I thought I had the right answer but it was wrong because I only had parts of the answer and not the specifics the questions were asking for. One thing I learned experiencing this activity was that I had to read through most of the parts when finding my answer. Also, I learned how to search key words to find the most accurate answer.  

When looking at a websites for facts one must make sure that the facts are accurate, authentic, and reliable. The accuracy of a websites is to see if the facts are true or precise. The authenticity of a website is when other facts from other websites match each other. Reliability of a website is very important because it tells if a website is good in quality of performing the information on it. My history teacher assigned the class to look at a website for Pacific Northwest Tree Octopus (link to the website; http://zapatopi.net/treeoctopus/). This website could not be used as a source in school because the website isn't authentic or reliable. The photos of the tree octopus on the websites look photo shopped. Also, the person who made the website isn't an octopus expert so the facts on the websites aren't reliable. When looking up information on websites looking at accuracy, authenticity, and reliability are the best way to evaluate a website to see if it’s a good website to use.  

below is a picture found from the website of a tree octopus 

What qualities make a great teacher huh?

Hello and welcome to my blog! The purpose of this blog is to update the information that i learn from my 10th grade honors history class.Hope you don't get bored!

My first assignment is to explain what  qualities make a great teacher. Usually teacher have an abiding  impact on their students. Good teachers are made up of a combination of many qualities but there are 5 important qualities that I think makes a great teacher. First,  a great teacher must be engaging so they can have the ability to grab the students attention if students  get off track. The teacher should plan fun, new, and energetic lessons for students so the students do not  get bored and look forward to coming to that class. Next, a great teacher must be dedicated to their job. That means they are willing to come in early and stay late for students that need or want extra help. A great teacher must also be compassionate so they take outside factors into consideration. For example, if a student is having a rough time at home the teacher understands and makes necessary adjustments to help through that issue. A great teacher must be accountable so they hold themselves to the same expectations that they hold to the students. Lastly, a teacher must be adaptable. The teacher should be willing to change the way of their teaching if half of the class doesn't understand that particular lesson. My favorite teacher  is my history teacher because she has all the qualities that I think makes a good teacher. If there was anything she could do to support me I would tell her to keep doing what she did to support me last year.

In class, we watched a video created by John Green, the author of Fault in Our Stars, on education. One thing that he mentioned in his video is how he thinks it is students duties to use their education to do great things. I strongly agree with this statement because the whole purpose of going to school is to get a good education to become successful. Getting a good education gets students prepared for the real world. Also, it helps get a better job than a person would without  an education. Getting a good education comes from setting goals for yourself. Without goals there would be no success. As a sophomore I have set many goals for myself and I hope I achieve most of them by the end of this school year. One of my academic goals for this year is to get all A's. This will be difficult and will require me to stay after school for extra help especially in the subjects that are my weaknesses. Another one of my goals is to get into some type of activity or club so I can make new friends. I've set many goals for myself this year and I hope I achieve them.



Here is the link to the John Green video below
https://www.youtube.com/watch?v=x78PnPd-V-A&feature=youtube

http://www.glasbergen.com/education-cartoons/teacher-cartoons/