Carnegie and Rockefeller

     The economy in America was starting to change beginning in the early 20th century. Large corporations began to take control of the economy, and the leaders of these corporations acted in ways that would not be tolerated in todays business world. In class, we learned about specific situations and people that took part in this drastic economic change. In multiple groups we researched either Carnegie or Rockefeller, we took notes on both these very successful business men. With this information we decided whether they were considered to be Captains of Industry or Robber barons.
     Both these men became extremely rich during this time since the steel and oil industry was booming like never before. Since Carnegie and Rockefeller were seen as powerful leaders in the business world, they were labeled either Captains of industry or robber barons. A Captain of industry is someone who is liked in the business world, and archives their success fairly. A Robber baron is someone who scams society instead of helping it like a Captain of industry. They carried out certain business practices that would result only in their own success.
     I believe that Andre Carnegie should be considered a Captain of industry. He became extremely rich from his great success in the steel industry. He showed his appreciation to society by spending part of his wealth on public needs. He also donated millions of dollars towards the advancement of education. With he own success, he wanted to grant success to his workers as well. He would regains specific talents his works had which would result in hi promoting them in ranks of management.

     John D Rockefeller was very different than Carnegie, and would be described as a Rubber baron. He would continue to keep production costs of oil down, which would result in rival companies going out of business. Like Carnegie, he did see the importance of advancing education and also donated millions towards this cause, but his love for wealth was very visible. He was considered to be "made for oil" and even bribed politicians in order to achieve more success towards himself and his company.

Freedom from Above or Below

     To begin this lesson, the whole class was divided into groups in order to analyze a specific document. After we reviewed the document assigned to us we had to find a cutie that represents the following categories; Goal of war, Position on freeing slaves, and Evidence of personal feelings towards slavery. My group had The Open Letter to Horace Greeley 1862, for the goal of war ur group chose the quote, "My paramount object in this struggle is to save the Union and is not either to save or to destroy slavery." For position on free slaves we chose, "If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone, I would also do that." And lastly, for evidence of personal feelings towards slavery we chose, "What I do about slavery, and the colored race, I do because I believe it helps to save the Union...I intend no modification of my oft-expressed personal wish that all men everywhere could be free." After discussing our document with the class the other groups presented their documents and the quotes they chose to represent the three topics.

      After discussing our documents we watched a video on the effects of the Emancipation Proclamation. It is clear that the confederates had no European support through out the war because they themselves have already abolished slavery, so by supporting the Confederate army they would be supporting a policy  that they have already band in their own country. The Sothern’s responded to this document by coming to the conclusion that this war was officially about slavery, even though not one slave was freed after this proclamation. They also realize now that they won't be getting any European support through out the entire war. They responded by not freeing slaves, but instead knowing that they are now on their own. Overall, this proclamation gave the Civil War a more meaningful purpose.

      Lastly our group was given a new document to help us understand and answer the essential questions; "Who 'gave' freedom to enslaved Americans? Did freedom come from above or below? To what extent were Abraham Lincoln's actions influenced by the actions of enslaved Americans?" Our document was called, “Slaves from the plantation of Confederate President Jefferson Davis arrive at Chickasaw Bayou, Mississippi,” 1863. In this primary source, it shows slaves leaving the plantation and walking to the Chickasaw Bayou, but soldiers are there when they arrive. Since the former slaves are now considered to be free men, they are not sure what to do so they take action by bothering the Union army to the point were the Union needs to address the problem. I believe that this image is giving freedom from below because the slaves are making a nuisance of themselves so that the people above are forced to address the problem. They do this since they have absolutely noting to do, the North can't send them back into slavery.

      Along with this image and the after effects of the Civil War in general I do believe that freedom came from below. Even though the Union army fought a bloody war in order for the African Americans to obtain freedom, they were later forced to deal with the aftermath of these freed slaves, which shows how the freedom came from below.

Battle Scavenger Hunt

     During the Civil War battle scavenger hunt, each student picked a battle that they would later research. We chose our battle based on a short summary of what occurred during it instead of the name of the actual battle, we would then proceed to figure out what battle we had based on the brief description. After this was discovered, we were assigned to make an online poster displaying the following information about the battle; location, date, theater, and reason of how the battle ended. In order for our classmates to access this poster we made it on a sharable google doc, then created a QR code that would link back to that document. We printed out the QR codes and hung them around the school. We also included the location of where the following battle's information is within our poster. Once everyone made their poster each person hung theirs around the school, and the hunt to find information of the battles of the Civil War began!
     The battle I chose was The Battle of the Wilderness that occurred through the 5-7 of May in 1864. The battle was fought in the east, and their was no clear winner but many argue that this battle was a Union victory. The reason for this battle's results were the ferrous brutal fighting that took place in dark thick woods that both the Union and Confederate forces had to maneuver through. Another reason that some say the battle was inconclusive was the fact that generals from both armies were killed. General James S. Wadsworth and Alexander Hays of the Union army, and Confederate generals John M. Jones, Micah Jenkins, and Leroy A. Stafford were killed. After we completed the scavenger hunt activity, our class created a Padlet which combined all of our thoughts on the answer to the first essential question, this way we were able to collaborate our ideas in order to help us understand which army dominated each theater.

Below is a map of 

The Battle of the Wilderness that I included on my poster 

 

     Depending on whether a battle took place in the Eastern, Wester, or Naval theater related directly with water the battle was a Union or Confederate victory. In the Eastern theater it was clear that the Confederates dominated. In both cases of The Battle of Fort Sumter and The Battle of Fredsrickburg, the Confederates had both more men and supplies which gave them a clear advantage while fighting. The Western theater was dominated by The Union, the won multiple battles, for example The Battles of Shiloh, Chattanooga, and Vicksburg. The Union armies greatly outnumbered the Confederates in all three of these wars which lead them to success. Lastly, The Naval theater seemed to be dominated by The Union. For example in The battle of Fort Henry, The Union outnumbered the confederates, and also had more advanced supplies than them. Due to this the Confederates eventually surrendered.
 

Election of 1860

     The results of the Election of 1860 were representative to the deep divisions over slavery. Before the Civil War the U.S. was strictly divided by those who apposed and those who supported the issue of slavery. Below is a map that that displays the results of the Election of 1860. Those in the red supported Lincoln and his views that slavery should be contained. He knew that to abolish slavery completely would cause extreme reactions all over the U.S. so he wanted to contain it in the states where slavery already existed. Douglas which is shown by the dark blue color is a northern democrats and he believed in the expansion of slavery. Bell which is shown by the color pink, wanted to preserve the constitution and the union as it is. This means he supported slavery, since slavery was apart of the constitution. Lastly, Breckinridge who is shown on the map as light blue, is a southern democrat who believed there should be absolutely no limits of slavery.

     In class we created a video in small groups describing the events that lead up to the Election of 1860. We got all of the images and information about these events on a website called, Civil War in Art

Educreations Video

Elephant in the Room

     During the 19th century slavery was considered to be "the elephant in the room' meaning that everyone knew it was their, but nobody addressed the problem. There were two sides in this slavery debate, proslavery which was normally located in the south and antislavery which was normally located in the north. To learn more about this huge debate that separated the country in two, our class looked at many events that occurred during this time and constructed a timeline showing antislavery and proslavery events. After seeing the information displayed in the timeline, we saw how slavery truly was the elephant in the room since the U.S. addressed which states slavery is legal in and not the issue of slavery itself.

     The first event shown on the timeline that showed how slavery was "the elephant in the room" was the Compromise of 1850. California requests to join the Union as a free state, this request would put an end to the balance of free states and slaves so Henry Clay proposed a 5-part compromise. This compromise allowed California to be admitted as a free state, but also allowed the territories of New Mexico, Nevada, Arizona, and Utah to be organized with out the mention of slavery. This means that the decision of whether or not these states would be free would be decided later by the inhabitants when that territory applies for statehood. The population will be allowed to vote inferior of slavery or against it.

     After the Gadsden Purchase was made in 1853, a southern transcontinental railroad was made. This make it easier to transport proslavery people from the south to these territories which slavery will later be decided when the territory applies for statehood. These people will populate these terrorizes and when it came time to vote for a free or lave state, the proslavery side would have an advantage. The reasoning for this purchase was that the land was extremely flat and easy to lay railroad track on.

     It is clear in both these events that the issue of slavery is extremely political. Antislavery activists are focusing more on getting states to be free states instead of working on abolishing the issue all together. These events help us see that the issue was never truly dressed which eventually lead to extreme violence between the Union and Confederacy.

   

Antebellum Slavery

Slavery became economically entrenched in American society by the early 19th century. Both proslavery and antislavery activists had strong arguments supporting their sides which made this controversy even more difficult. Slavery was a huge part of the south's economy, especially since the demand for cotton was increasing during this time. The higher the demand for cotton, the more slaves were needed to grow and harvest the cotton. Not only was the south dependent on slavery, but the north also benefited from slave labor because of their booming textile industry that needed cotton in order to make their products. Slavery continued to grow in the U.S. to the extent that almost 4 million slaves lived and worked in the U.S. during the Civil War.

A system of slavery based on race directly affects human dignity based on the simple assumption that one race is superior to another race. A system of slavery hides individual characteristics of a single human and combines all individuals of one race into a single stereotype. This system hides all talents and strengths certain people of a specific race have just because of the color of their skin. This system also ignores the pride and freedom of these individuals that are being enslaved. The second these people of a certain race are forced into slavery, they are no longer treated like the equal humans they are but instead not like humans at all.

Woman Reform

     Although there were many supporters for woman's demand for equality, the majority of society in the 19th century did not respond well to this demand. Woman were beginning to fight for the rights they knew they deserved in order to feel equal to their husbands. In the 19th century the job of a woman was to cook, clean, and take care of the children. Other than these tasks woman did not do much in their lives. When woman began to change this stereotype, reactions were not very supportive. The first known woman's rights convention took place in July 1848. Here not only men, but woman gathered in Seneca Falls, New York to discuss the moment they were beginning. The life of a woman during this time was truly unfair and needed to be changed. Society was telling woman they should get married, but if they did all their property and belongings would later be considered their  husbands. In both cases this was a lose lose situation that needed to be addressed and acted upon and that is exactly what woman's right activists were trying to do.

     Woman today are treated much more equally then they ever have been treated all throughout history. Woman and men have equal rights, but woman are still not always considered to be equals to men. In class we were shown a Pantene commercial that explains some different perspectives society has when woman and men carry out the same role. The part of the video that spoke the most to me was the scene where a man was up late working while his child was sleeping. In the background of the man, the word dedicated was displayed. The same scene appeared, but instead of a man it was a woman who was up late working. The word in the background of this scene was selfish. I though it was crazy how mothers who also work are considered to be selfish, the whole reason those woman are working is to support their families and provide a better life for them.
Pantene Commercial

Picture:
illustration from Godey's  Lady's Book, March  1850 Found at: http:// www.assumption.edu/ whw/workshop/ untitled1.html http://www.edline.net/files/_AIGmX_/90f5674f15c6c9f63745a49013852ec4/Activity_8_-_Lesson_Notes.pdf  acsessed, Febuary 2, 2015

Civil War Scavenger Hunt

Last week in class, everyone was assigned to create a poster for a specific battle during the Civil War. On the posters we were required to include the name of the battle, location, date, victor, theater, and two bullet notes explaining the reasoning for the victor. The battle I was assigned was The Battle of the Wilderness, which took place May 5-7 in 1864 in Wilderness, VA. This battle seemed to be a tactical draw since both sides, the Union and the Confederacy lost a great amount of men. Both sides also lost high ranking generals during this bloody war. After I included all this information on a google doc, I created and printed out a QR code that would link back to my google doc. Making a QR code is very simple, all you have to do is copy and paste the link of your google doc into a QR code generator site and within seconds a code is made. After printing out this code each person hung their sign somewhere around the school with a clue to the next sign that would have information on another battle. After the signs were hung, each person went around the school with an iPad obtaining the information that the signs provided. Once this was done we came back to class and looked at which side, Union or Confederacy dominated each theater (east, west, and naval).

After we collected this data we used it to help answer the essential question. It is clear from the data that the East was dominated by the Confederacy, the West was dominated by the Union, and the naval theater was dominated by the Union. In the battles of Fort Henry and Shiloh which both took place in the west, the Union was the clear victor. In both battles, the union greatly outnumbered the Confederacy in not only men, but also supplies. This was a huge advantage and was the main reasoning for the Union victory. The battles of  Fort Sumter and Bull Run are good examples of how and why the Confederates dominated in the Eastern theater. In both of these battles the Confederacy brought in reinforcements, they out numbered Union troops which lead to victory. And lastly the union dominated the naval theater in both the battle of Hampton Roads and the battle of Baton Rouge. In the battle of Hampton Roads, the Union ship the Cumberland was first sunk by confederate forces. After this setback the union strategically fought back and succeeded to victory. In the battle of Baton Rouge, the Union began to shell the Confederates, eventually the Arkansas, a southern ship's engine broke which lead to a Union victory.

Overall I thought the Civil War scavenger hunt was helpful in learning about specific battles during the Civil War. The activity allowed us to leave the classroom and take a new perspective on learning and actually searching for our information. The hunt made reading about battles much more interesting. I wish that the class was allowed another class to obtain the information on the posters because I still had three more posters to visit at the end of the second class we were given. I also thought it was helpful that we took all of the information about which side (Union or Confederate) dominated in the eastern, western, and naval theaters. 

North vs South

The North and the South both had different advantages during war. Overall, the North did have more advantages compared to the South which resulted in their success during war. The North had twice as much railroad track as the South, this made the transportation of goods and troops much easier and more efficient. The North also had twice as many factories than the South. They were better able to produce guns, ammunition, shocs, and other items needed by troops. The North also had a very strong economy, it was very well balanced between farming and industry which made the North very wealthy in comparison to the South. Since the North dominated in population, there was enough Northerners to stay and maintain farming and factory work while others could fight for the Union army.

Citations: http://pubpages.unh.edu/~icg4/project/images/slavemap.jpg

Emerson

     "Whoso would be a man must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind. Absolve you to yourself, and you shall have the suffrage of the world. I remember an answer which when quite young I was prompted to make to a valued adviser, who was wont to importune me with the dear old doctrines of the church. On my saying, What have I to do with the sacredness of traditions, if I live wholly from within? my friend suggested, — "But these impulses may be from below, not from above." I replied, "They do not seem to me to be such; but if I am the Devil's child, I will live then from the Devil." No law can be sacred to me but that of my nature. Good and bad are but names very readily transferable to that or this; the only right is what is after my constitution, the only wrong what is against it. A man is to carry himself in the presence of all opposition, as if every thing were titular and ephemeral but he. I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions. Every decent and well-spoken individual affects and sways me more than is right. I ought to go upright and vital, and speak the rude truth in all ways. If malice and vanity wear the coat of philanthropy, shall that pass? If an angry bigot assumes this bountiful cause of Abolition, and comes to me with his last news from Barbadoes, why should I not say to him, 'Go love thy infant; love thy wood-chopper: be good-natured and modest: have that grace; and never varnish your hard, uncharitable ambition with this incredible tenderness for black folk a thousand miles off. Thy love afar is spite at home.' Rough and graceless would be such greeting, but truth is handsomer than the affectation of love. Your goodness must have some edge to it, — else it is none. The doctrine of hatred must be preached as the counteraction of the doctrine of love when that pules and whines. I shun father and mother and wife and brother, when my genius calls me. I would write on the lintels of the door-post, Whim. I hope it is somewhat better than whim at last, but we cannot spend the day in explanation. Expect me not to show cause why I seek or why I exclude company. Then, again, do not tell me, as a good man did to-day, of my obligation to put all poor men in good situations. Are they my poor? I tell thee, thou foolish philanthropist, that I grudge the dollar, the dime, the cent, I give to such men as do not belong to me and to whom I do not belong. There is a class of persons to whom by all spiritual affinity I am bought and sold; for them I will go to prison, if need be; but your miscellaneous popular charities; the education at college of fools; the building of meeting-houses to the vain end to which many now stand; alms to sots; and the thousandfold Relief Societies; — though I confess with shame I sometimes succumb and give the dollar, it is a wicked dollar which by and by I shall have the manhood to withhold."

     The author of this quote is Ralph Waldo Emerson. Emerson was known as the father of transcendentalism and he initially got this idea into action. In this document Self Reliance, Emerson focuses on the power of one and believes that if an individual wants to accomplish a task that person must have the motivation to do what it takes in order to reach success. This source is reliable because it was directly written by Emerson. When this document was produced, slavery was a huge issue. Emerson was strongly against slavery and wanted to encourage more individuals to stand up and fight for its abolition. In self Reliance he talks about the importance of having your own thoughts in order to question society and decide for yourself what you think is morally right. This quote from the document teaches me about the importance of standing up for what is right, if everyone relied on others instead of themselves the world with be a conformed place. This document is very limited and mostly talks about the power of the individual and what they can accomplish when they are fighting for what they believe in.  Emerson believes that the greatest people think for themselves, even if it means risking their social status.

Ralf Waldo Emerson Texts, "Self Reliance(1841)" accessed January 12, 2015.http://www.emersoncentral.com/selfreliance.htm

Was Andrew Jackson Really That Great?

     In class we produced projects in groups in order to learn about president Andrew Jackson. Jackson was the 7th president of the US and served for 8 years from 1829 to 1837. He was known for being strongly against the Second National Bank and vetoed its charter. He thought that only rich people had a say in the bank since they, the stock holders were the ones who chose the directors of the bank. Since the the Second National Bank was the only bank in the US it controlled all international trading, he believed that this concentration of power wasn't good for the economy. He wanted to create a balance of power between the rich and the poor by creating smaller banks to avoid economic collapse and by doing this he is living up to his long standing reputation as "the people's president."
     This reputation isn't lived up to when it comes to the spoil system. Jackson elected voters who supported him to fill government positions. If people knew they had a chance of getting a position it would encourage them to vote a certain way. He wanted to shorten time in office; instead of having fewer people work for a long time who were good at their jobs he would rather a lot of people work for shorter amounts of time. It is clear the corruption can and will occur since people are being elected through loyalty and not by skill. He was also selfish and didn't listen to anyone who didn't support him.
     Lastly, this reputation is complelty destoyed when it comes to indian removal. Five tribes were forced off their home lands and were sent on a fatal march to their new, more concentrated land west of the Mississippi. More than 100,000 indians were moved from their homelands and had to adapt to a new environment and people they were complelty foreign to. This removal was to make room for more white settlements, since Jackson didn't think the indians and whites could live together. Over 10,00 indians died during this journey to their new land and death rituals were not allowed which made this journey even worse. They felt betrayed since indians have fought, and helped whites in the past. To the indians, Jackson is known as the white devil.

Our group's project was on the Bank War Prezi

Rise of Democracy

In class we examined documents that helped us answer the essential question; how should we define democracy, and also shows us how democratic the US was in the early 1800s. One of the sources was a painting that depicts men voting and discussing politics. These men are drunk and this shows how they aren't able to make clear decisions while voting. We also looked at two charts, one of those charts shows that over time more people were able to vote and not just white men who owned land. The other chart shows that over time the nation became more democratic since the president was voted for by the people rather than the legislature. With these documents our group made a video explaining them to further our knowledge.

Independence and Racial Equality

     During the early 1800s, many Latin American Revolutions occurred. The reason for these revolutions was independence and racial equality. In Latin America, your race would determine how high or low you ranked on the social class ladder. These ranks determined who you could marry, what clothes you could wear, and other ridiculous regulations. In class we discussed these irrational laws and how human value shouldn't matter by a person's ethnic background, but instead the type of person they are and what they are able to accomplish. To learn more about these revolutions, our class broke up into groups and read articles explaining the key events that happened during the revolutions in Mexico, Brazil, and Gran Colombia. Then our groups collaborated with other groups of different topics to further expand and share our information.

Time Line of Mexican Key Revoltutions:

• In the early 19th century- Miguel Hidalgo y Costilla "father of Mexican indepence" launched a rebellion where him and his army came close to capturing the Mexican capital. He was later captured and executed. His followers were against royalists. 
• In 1820- liberals took power in Spain, and the new government promised change in the government. Mexican conservatives called for independence 
• In early 1821- the leader of the royalists forces, Agustín de Iturbide negotiated the plan of Iguala which states that Mexico would be established as an independent constitutional monarchy, postition of the Catholic Church would be maintained, and Mexicans of Spanish decent descent would be regarded as equal to Spaniards. 
• On August 24, 1821- Spanish Viceroy Juan de O'Donojú signed the Treaty of Córdoba , this approves a plan to make Mexico an independent constitutional monarchy 
• In 1822- Iturbide was proclaimed the emperor of Mexico bc no Bourbon monarch to rule had been found. Empire was short lived 
• In 1823- republican leaders Santa Anna and Guadalaupe Victoria deposed Iturbide and set up a republic, with Guadalupe Victoria as it's first president 

     In the jigsaw, we discovered two commonalities between the three routes to independence. One of those being the fact that all of the "enemies" of the Latin American countries were European. Another commonality is that all of these revolutions occurred during the early 1800s. A difference we discovered is that all of these revolutions happened in different places. These revolutions were all different from one another, but all faced a similar challenge, race. In Mexico, Miguel Hidalgo y Miguel Hidalgo y Costilla had to face the racist royalists who took land away from the Indians and mestizos. In Brazil, mine workers revolted because they had to do tireless jobs just because of their ethnic background. And finally, in Gran Colombia, a new political pamphlet addressed to citizens suggests a united effort to expel the Spaniards.

     Even in our world today, racist stereotypes and judgments are constantly being thought and disccused in society. In the past few months I've heard of many news stories that has race as an issue. One of those being when Food Network's Paula Deen discriminated against African American people. This caused controversy which lead with her getting kicked off the Food Network. Personally, I do think it is still important to consider the issue of race in our lives today, since it still is a problem that needs to be abolished. 

"The Haitian Revolution." The Haitian Revolution. Web. 26 Nov. 2014. <http://www.latinamericanstudies.org/haitian-revolution.htm>.

Toussaint Louverture DBQ

To be a great leader, one must be able to rise above the rest in order to pave the way to sucess. Toussaint Louverture is considered to be a great leader, but not all leaders are good ones. King Louis XVI, ruler of France from 1774-1792 is someone who shows qualities of a bad leader many times during his rain of power. He was known for his taking of international loans and the decision to raise tax prices to pay for his own personal financial needs. Instead of thinking about his people, he was only thinking about himself. This lead to poverty and starvation throughout the lower classes in France. It also lead to King Louis XVI execution in 1793 because of the upset civilians. Toussaint Louverture, a free slave had a huge role in Hatian independence that occurred in 1804. Louverture's legacy not only consisted of him being the ruler of Saint Domingue, but he was also a military commander who became the most powerful person on the island of Haiti. These traits all contributed to the abolition of slavery in Haiti, but being a liberator of slaves had the most impact on Haiti's independence and is what he should be most remembered for.

Louverture was a very influential and confident leader which are traits a successful liberator has. This is why his legacy is a successful one. Throughout the abolition of slavery in Saint Domingue, Louverture was on and off France's side. During 1792 the revolutionary government and France abolishes slavery in France and all its colonies including Haiti, because of this he and his troops stop the revolts and start to support France. This goes to show that the only intentions Louverture has are to end slavery in Haiti and potentially around the world. He doesn't care who's side he is on, even if it is France's, as long as slavery is no more. He also will go to extreme risks in order to maintain freedom. When the new conservative French government wants to reinstate slavery in French colonies, he writes a threat in the form of a letter warning France to preserve the abolition of slavery in Haiti. In the letter he explains how freemen can't go back to being a slave, and how these men would rather die than return to the hell-like slave life. Out of all the roles Louverture had, being a liberator of slaves is most likely what he would consider himself and think was the most important part of his legacy. If there was a way to abolish slavery he was the one to find that opening and make it happen.

Another important role Louverture had in addition to being a liberator of slaves was his position of power in Saint Domingue. In 1798 he not only defeats the British, but becomes ruler of Saint Domingue. As part of his role as ruler, he assembled and headed the commission that created a Constitution in 1801 for Saimt Domingue. It promised all inhabitants that slavery could not exist on the island and that slaves are entitled to share in the revenues. Citizens would still be doing work on plantations since the island is essentially agricultural and depends on these plantations as a part of the islands economy. Inhabitants would still be working on the same plantation as they were before but instead they were supposed to be treated better and each worker had a right to share in the plantations profits. This caused controversy since workers did not want to go back to work but instead would rather have no job than return to a similar life as I had before. In the Proclamation on 25 November in 1801, Louverture establishes more laws in regards to who and where workers are supposed to work, with this he's trying to control the population that is refusing to work. It states that if you refuse to work your plantation police will arrest you and bring you back to your plantation, also all accused of sedition would go before a court-martial. His people feel as though that he is being hypocritical since he was a huge part of the abolition of slavery, but the workers are feeling like they're being enslaved even though these are not his intentions. His role as a ruler of Saint Dominguegives a more balanced view on his legacy.

Louverture's actions Michelle have you as a military leader since he had to make difficult decisions in order to maintain order in Haiti. Workers were objecting to work since they were going back in the same conditions as they were before under the same landowner so they didn't think much would change even though the abolition of slavery was in action. A lot of former slaves and Moyse, Louverture's nephew thought he was "too close" with the white planter class and felt as though it was unfair to force free slaves to work on plantations again. Freemen got fed up with these laws making them work, that a rebellion occurred led by his nephew which resulted in many white plantation owners dead and also many of the rebels deaths as well. This also included the execution of his nephew. These deaths could've been avoided if Louverture would have listened to the unhealthy free slaves before it got out of hand. Even though it must have been difficult to kill his own nephew he did what he thought he had to do in order to be a successful military leader. Although he made some bad decisions as a military leader he also had many character traits that helped him gain his soldiers' confidence and respect. When Napoleon send troops to reinstate slavery in Haiti, Louverture burned down their own city so that the French army couldn't take it over and would have a more difficult time surviving. They arent able to take over city, if there's no city to take over. Before the French army got to Haiti, troops fled to the mountains. This way, by the time French troops got to them they would be worn out from their travel and Haiti would have the advantage. Louverture posses good war tactics and inspires his troops which leads them to success as a military commander.

Although Toussaint Louverture is remembered for many things. Most importantly he should be remembered for being an influential and courageous liberator of slaves who will go to all extremes to maintain freedom. Being the ruler of Saint Domingue definitely contributed to the abolition of slavery, since he was the most powerful man on the island and was able to fight for the rights and independence of the citizens in Haiti and have a large say in the way the island was run. Also by being a military commander he was able to defeat and threaten major powers like France who wanted to bring back slavery in its colonies. But being a liberator of slaves had the most impact on the abolition of slavery in which is why it is the most important part of his legacy.

Curator

     In class we are learning about the industrial revolution. In order to expand our knowledge on the topic we were split into groups and created posters about different topics during the time. After creating the posters and sharif the information we collected, I came to the realization that the Industrial revolution wasn't all good. There were many aspects that were extremely negative.
     Our group's poster taught about the importance of coal in England during the Industrial Revolution. We included many pictures within our poster that showed were coal was being used the most through out England. We also included how living conditions for the poor were terrible. Since England was over populated, there wasn't enough food as there were mouths to feed. Because of this there were many orphans that were bought and sold to work in the mills. One image we used showed the average full time nominal earning compared to the real earnings in Great Britain. It is very clear that people are barley making enough to support the cost of living, which is an obvious indication of poverty. To add to the bad living conditions, factories are using rivers and streams as fuming grounds which makes the cities and even worse then they are to survive in.
     Group A's exhibit explains how many new innovations and inventions occurred during this time period. Families were able to stay home and work while one person is sent to the mills that will bring home money for the family. Therefore the family at home may also be working and earning more to support themselves. To me, its very surprising that so many new inventions can come out of just a short time period.  Because of these inventions, cotton production was booming.
     Group B's exhibit shows the importance of steam engines during the Industrial Revolution. Although they use an extensive about of coal, railroads supply easy access for trading which in return strengthens the economy and is quicker than water transportation.
      Group D's exhibit shows the harsh treatment towards children during this time. They were forced to work in order to support their families. Even after the factory act of 1833 children were still dangerously working in mines. It surprises me how people thought it was morally just to send small children into mine caves that could potentially cripple them for the rest of their lives. Its sickening how children were forced against their will to do such terrible work.
     Group E's exhibit shows how the increase of cotton goes along with the increase of slavery People during this time were much more focused on rising cotton production being quicker and cheaper than they were with abolishing slavery. Since there were more factories and more machines to be worked, there were more slaves to do these jobs.

"Child Labor in the Cotton Mill." The Industrial Revolution and Colonization. Web. 5 Nov. 2014. <http://tirac.weebly.com/child-labor-in-the-cotton-mill.html>.

Napoleon

     Napoleon had a large influence on the social, political, and economic systems in France. He also largely influenced the other European countries during that time. Once Napoleon would conquer a country they were under french control. Because of this more citizens had rights to property and access to education than before his rule. He also reorganized the institute of Egypt, and began the study of ancient Egypt.
     Napoleon favored the rights of the common citizens. Taking away the directory and giving common people more rights were only a few things he did in their favor. Not everyone favored Napoleon, especially not nobility. Since France was ruled by monarchy before the revolution, nobles would always have high positions in government. Napoleon disagreed with this method and elected people jobs by how qualified they are, not from their wealth or social connection. Madame de Stael was an example of someone who opposed this way of government.  Since she was apart of nobility, all of her power was taken away as soon as Napoleon came into rule.

(picture from class notes)

Congress of Vienna

     In class we discussed the Congress of Vienna and what people in power should do when their power is threatened. We also talked about Klemens Von Metternich and his conservative mind set when dealing with Napoleon as well as France. He feels as though Europe should go back the the original boarders before the French Revolution, therefore less conflict irrupts.

     A reaction of European powers when they defeated the threat of Napoleon was balance of powers. This reversed the changes of Napoleon's conquest and maintained a balance of power between Russia, Prussia, Austria, Britain, and France. Since The other countries didn't want to be taken over by French rule again, they gave France back their initial land. Instead of viewing France the country as the enemy, solely Napoleon was. The balance of power was initiated by Czar Alexander of Russia and supported monarch rule. If anyone was to go against this, it was not only against the law but against god, since they believed the monarchs in power were divine.

     Yes, I do believe that the powerful people at the Congress of Vienna made the right choice. Since there is a balance, or split of power, the countries are able to equally rule, and comotion over Napoleon will settle. The representatives were able to focus on the problems caused by the French revolution and attempt to resolve them without holding a grudge. This is shown because the other countries didn't punish France itself, but only forced them to give stolen artwork back to their allies.

(picture taken from class notes)

Social and Political Action

An ideology is a system of ideas and ideals that influence political theory and policy. The major political ideologies of the 19^th century were conservative, liberal, and nationalism. In class we discovered what these were by researching them and creating presentations to show to the class. We learned that a conservative is interested in protecting the people they care about, and support the ability to have free speech and choice. They also value tradition and believe it is the only trust worthy guide to social and political action. A liberal is very open-minded. They are willing to work for the greater good, they also question tradition and campaigned for reform. Lastly nationalism was an ideology that sees the nation as a whole. People were thought to be bound together by language, customs, and history.

Here is our groups project on conservatism:

(will get link from classmate tomorrow)

Our presentation helps define our ideology by giving a clear understanding of what a conservatives thoughts and beliefs were. It’s very clear that a conservative supports the church, monarchy, and tradition and think that those things will lead society on a successful path. Conservatism influenced social and political action by sticking to tradition. Since there is no major change there is less conflict and less fighting between people in general.

Liberalism influenced social and political action by making people speak their own opinion. Since liberals were against tradition and supported reform, they were always eager for change and new ideas. This allowed people to speak their mind therefore new thoughts were born. Nationalism influenced social and political action by creating a sense of unity within a nation. Since people felt they were apart of a whole there was less fighting that broke out, but instead more peace and working together between people.