The Real Story Behind America's Big Shot Businesses #4

The past few weeks we have studied and analyzed how the topic Labor vs. Business: Rise of Corporate America fits into the theme "People, Places, and Power". Over the past few days each group created a presentation, and video essay give the rest of the class an understanding of how the topic relates to the theme. After the presentation a survey monkey was given as an interactive activity to test and make sure the class understood the topic in relation to the theme.

Native Americans and the West:
American settlers kicked Native Americans out of their homeland and forced them to go to reservations which were hundreds of miles away. The reservations often had brackish water along with poor farming conditions. The settlers tried to force the Natives into taking part of their culture.

Immigration: Asia
It was very difficult for Asians to be allowed into America. They had a stay in packed barracks on Angel Island while they awaited citizenship and allowance into the country. Acts were passed which limited the power Asians could have in America along with restricting them from taking away jobs from Americans. Once in the country they were often declined from going to white schools. Asians sometimes would get around the laws passed by saying they have family already in the country.

Immigration: Europe
Many Europeans moved to America in hope to live the American dream and escape famine, violence, discrimination, and religious intolerance going on in Europe. To proceed into America they faced physicals and interrogation which kept many Europeans from entering. Once in America the Europeans faced poor working conditions, poor living conditions, very low social standings, and culture shock.

Imperialism: Europe and Africa
The larger powers in Europe took control and asserting power over smaller countries in Africa and forced the Africans into labor against their will. The Europeans found that Africa had an abundance of desired resources like rubber, ivory, and palm oil which were located and transported back to Europe. The only thing that was cared about was the economic gains there were from the resources rather than the well being of Africans.

Imperialism: America
In the 1800's America sought to control weaker countries in Central and South America to control the countries economics, politics, and culture. The American economy was in a good state after winning the Spanish American war. America felt above other countries and showed that by trying to control them and take over more things.

The Real Story Behind America's Big Shot Businesses #3

Recently in class we worked together in groups to create a video presentation, a videolicious which is a narrated slideshow, and a survey monkey.  Doing this portion of the project in groups helped me expand my knowledge on the topic Labor vs. Big Business: Rise of Corporate America and its connection the the theme "People, Places, and Power".  As a whole my group collaborated on a list of key words which we thought fit and described the topic the best. To come up with the best list we all had arguable points on why we believed a key term should be included. This conversation between the group led to a overall greater understanding because we organized the words into each part of the theme.  By doing this we could more thoroughly understand how the topic relates to the theme. Once we had a list of key terms we analyzed the enduring understandings. Each member in the group said their three enduring understandings and described how they came up with it so each member of the group could understand more clearly how the understanding fits. Once each member of the group went through their enduring understandings we came up with a final list of three that each was specific to people, places, or power.  This helped me understand the topic in relation to the theme even more than analyzing the key words did because of the specific examples each enduring understanding had. 

Creating the video essay was relatively easy for my group throughout the few days we working on this portion of the project. My group easily agreed on ten pictures we were going to include in the video essay. Once my group had the pictures chosen we started to write the script. While writing the script we organized it in a logical order so it made sense. Then we kept the captions for each photo somewhat short so the information could be easily absorbed by the audience. I thought the process of making the video essay went well, but the part that I didn't think went to well was the app itself. The videolicious app was difficult to use at times.  For example if you made a mistake while recording the caption you had to redo the entire recording. Overall the video essay went well with the exception of the mechanics of the app. 

The Real Story Behind America's Big Shot Businesses #2

This is an update as an addition to the first blog post relating to the topic, Labor Vs. Big Business: Rise of Corporate America. Since the first post we did an interactive activity which helped us more thoroughly understand this topic. In the interactive activity there was a Venn diagram which we dragged the ten sources to compare and contrast between the three perspectives.  After completing and reading about the ten sources I was able to add additional important terms and remove terms that weren't as important.  With the additional knowledge I gained I was able to add another enduring understanding along with adding to the enduring understandings in post one.  

Key Terms

John d Rockefeller- formed the Stanford oil company in 1870 and donated to charities and institution that he believed would help humanity.

Andrew Carnegie-  In 1889 he established the Carnegie steel company. Carnegie preached a gospel of wealth in his books and speeches. Carnegie's donated more than 80 percent of his fortune went to education.

Social Darwinism- extended Darwin's natural selection to society and economic success, argued society and government should not interfere with business

Oligopoly- a market structure such as this which is dominated by only a few, large profitable firms, 

Monopoly- complete control of a product or service 

Cartel- a loose association of business that make the same product 

Vertical consolidation- gaining control of of the many different businesses that make up all phases of a products development 

Horizontal consolidation- involves bringing together many firms in the same business. 

Trust- The board of trustees, which Rockefeller controlled, managed the companies as a single unit. 

Sherman Antitrust Act- Outlawed any combination of companies that restrained interstate trade or commerce. This act proved ineffective against trusts for nearly 15 years. 

Sweatshop- a shop where employees worked long hours at low wages and under poor working conditions. 

Socialism- an economic and political philosophy that favors public instead private control of the means of production.   

The Great Railroad Strike of 1877- series of wage cuts for railroad workers that lead to violent strikes

Industrial Union-  Organized workers from all crafts in a given industry.

Scab- A negative term for a worker called in by an employer to replace striking laborers.

Anarchists- Radicals who oppose all government

Haymarket Riot- At the May 4 event, a bomb was thrown into a police formation killing an officer, following that a riot included gunfire between police and protesters.

Homestead Strike- 1892 strike at Carnegie plant in Homestead, Pennsylvania because Henry Frick tried to cut workers' wages at Carnegie Steel

Henry Frick- Tried to cut workers wages at Carnegie Steel while Carnegie was away. This lead to a strike.

George Pullman- Inventor of the Pullman sleeping train cart.

Pullman Strike- Strike at the plant in Pullman. This strike was set off because after the Panic of 1893 Pullman laid off workers laid off workers and cut wages 25 percent while keeping the rent and food prices the same in the town. 

Anarchist- Someone who promotes self-government and is anti government

Enduring Understandings:

People with power cared more about economic gains rather than their workers:

• "Conditions in the town took a turn for the worse after the Panic of 1893. Pullman laid off workers and cut wages by 25 percent. Meanwhile, he kept rent and food prices in his town at the same levels." (The Great Strikes, 482)
• "children often left school at the age of 12 or 13 to work. Girls sometimes took factory jobs so that their brothers could stay in school. If a mother could not make money working at home, she might take a factory job, leaving her children with relatives or neighbors. If an adult became ill, died, or could not find or keep a job, children as young as 6 or 7 had to bring in cash." (Industrialization and Workers, 476)
• “At 12 o’clock last night every department of the immense Carnegie steel works at Homestead was shut down, throwing about 3,800 men out of employment…It has been the custom of the Carnegies, and all other mills, to discharge their men on the night of the expiration of the yearly contract.” (The Pittsburgh Post, 30 June 1892)

Groups of people got together to fight back unfair changes by big business:

• "Under the leadership of former machinist Terence Powderly, the Knights pursued broad social reforms. These included equal pay for equal work, the eight-hour workday, and an end to child labor." (Industrialization and Workers, 478) 
• "In May 1894, a delegation of workers went to him to protest. In response Pullman fired three of the workers, an act that led the local union to go on strike." (The Great Strikes, 482)

• "Now, boys, we are out on strike, you can help us if you like,
  But you need not till I tell you what it's about.
  They want to lower our wages, we think it is not right;
  So for union's cause I want you all to shout."  In the Homestead Strike, workers wanted to gain as many workers as possible to help strike so their strike is effective. ("The Homestead Strike")

• "The struggle may be long, there's no one yet can say,
But we'll take it as it comes for a little while;
We will fight both night and day, for we're bound to win the day,
And down this great steel king in grandest style." The workers are putting the people in power in their place to show them that the workers will do strive to regain their deserved rights. ("The Homestead Strike")

 The above pictures are from the Homestead Strike

People need money to make money:

• Edison's boss awarded him 40,000 dollars as a bonus while working for New York company which led  Edison to leave his job to become an inventor and helped make electric energy using a sealed glass bulb light with a bamboo fiber filament. (America: Pathways to the Present, Chapter 13)
• Congress passed a bill which granted Samuel Morse money to continue to work on the telegraph since he was running out. (America: Pathways to the Present, Chapter 13)

I am a steel worker, and am taking part of the Homestead Strike. My fellow workers and I have been "locked out" of the Carnegie Plant on the night of our one year contract expiration. Myself along with 3,800 men are out of employment. ("The Pittsburgh Post, 30 June 1892") This "lock out" is the beginning of the strike. Many other workers along with me are joining the strike to help fight for better wages and hours.  I am treated absolutely terribly and I would like that have that changed as well, as a result of this strike.  Many workers are injured or dead because of the Governor sending in the National Guard. This is getting out of control, I just want to be treated fairly and have rights.

The Real Story Behind America's Big Shot Businesses #1

We have started the "People, Places, and Power" project. The topic Labor vs. Big Business, is what is being examined in these series of blog posts. In these posts there will be relations to how this topic relates to the theme, "People, Places, and Power".   In this theme people relates to all the workers that make up the company making it function properly. They come together as a group or union to protest and make changes happen. Places relates where a a person lives or where certain event is located. Places impacts how a certain area reacts to changes. Power relates to the people who are in control. People with power have the resources and connections they need to make anything they want possible. Power can influence what people do and the choices they make. In this particular post, it is to define key words and terms along with developed enduring understandings. 

Edwin L. Drake- sent by Pennsylvania Rock Oil company to drill for oil in Titusville, Pennsylvania. Drake drilled using a steam powered engine, when he hit oil it became a major industry.

The telegraph- idea of sending messages over wires

Alexander Graham Bell- He patented the talking telegraph. Bell and a group of partners set a up the American telephone and telegraph company to build long distance telephone lines 

Transcontinental railroad- a railway extending coast to coast 

Bessemer process- The process that made it easier and cheaper to remove impurities in steel and made mass production possible

John d Rockefeller- formed the Stanford oil company in 1870 and donated to charities and institution that he believed would help humanity.

Andrew Carnegie-  In 1889 he established the Carnegie steel company. Carnegie preached a gospel of wealth in his books and speeches. Carnegie's donated more than 80 percent of his fortune went to education.

Social Darwinism- extended Darwin's natural selection to society and economic success, argued society and government should not interfere with business

Oligopoly- a market structure such as this which is dominated by only a few, large profitable firms, 

Monopoly- complete control of a product or service 

Cartel- a loose association of business that make the same product 

Vertical consolidation- gaining control of of the many different businesses that make up all phases of a products development 

Horizontal consolidation- involves bringing together many firms in the same business. 

Trust- The board of trustees, which Rockefeller controlled, managed the companies as a single unit. 

Sherman Antitrust Act- Outlawed any combination of companies that restrained interstate trade or commerce. This act proved ineffective against trusts for nearly 15 years. 

Sweatshop- a shop where employees worked long hours at low wages and under poor working conditions. 

Socialism- an economic and political philosophy that favors public instead private control of the means of production.   

The Great Railroad Strike of 1877- series of wage cuts for railroad workers that lead to violent strikes

Industrial Union-  Organized workers from all crafts in a given industry.

Scab- A negative term for a worker called in by an employer to replace striking laborers.

Anarchists- Radicals who oppose all government

Haymarket Riot- At the May 4 event, a bomb was thrown into a police formation killing an officer, following that a riot included gunfire between police and protesters.

Homestead Strike- 1892 strike at Carnegie plant in Homestead, Pennsylvania because Henry Frick tried to cut workers' wages at Carnegie Steel

Pullman Strike- Strike at the plant in Pullman. This strike was set off because after the Panic of 1893 Pullman laid off workers laid off workers and cut wages 25 percent while keeping the rent and food prices the same in the town. 

Enduring Understandings:

People with power cared more about economic gains rather than their workers:

• "Conditions in the town took a turn for the worse after the Panic of 1893. Pullman laid off workers and cut wages by 25 percent. Meanwhile, he kept rent and food prices in his town at the same levels." (The Great Strikes, 482)
• "children often left school at the age of 12 or 13 to work. Girls sometimes took factory jobs so that their brothers could stay in school. If a mother could not make money working at home, she might take a factory job, leaving her children with relatives or neighbors. If an adult became ill, died, or could not find or keep a job, children as young as 6 or 7 had to bring in cash." (Industrialization and Workers, 476)

Groups of people got together to fight back unfair changes by big business:

• "Under the leadership of former machinist Terence Powderly, the Knights pursued broad social reforms. These included equal pay for equal work, the eight-hour workday, and an end to child labor." (Industrialization and Workers, 478) 
• "In May 1894, a delegation of workers went to him to protest. In response Pullman fired three of the workers, an act that led the local union to go on strike." (The Great Strikes, 482)

Thus far the theme "People, Places, and Power" fits the topic "Labor vs. Big Business: Rise of Corporate America" very well. This topic mainly focuses on Rockefeller and Carnegie, two extremely rich business men, and lower class citizens and the struggles they go through in order to survive. Rockefeller and Carnegie would use their power to achieve more power so others could not be as powerful or move up from the lower class. With rich men like these, they just wanted to become more rich and powerful which caused poor conditions for laborers. This led to worker's unions and strikes. This theme fits the topic very well.

Who Killed Reconstruction?

The time period after the civil war, was very commonly a dangerous place for blacks to inhabit. This period of time was called the Reconstruction Era. The Reconstruction took place from 1865 - 1877 when the Radical Republicans in the federal government put in place political and social freedoms along with civil rights to rebuild the economy and the Southern government. During this time period there were dangerous groups like the KKK who used tactics to scare blacks from pursuing their recently gained rights. The KKK was a major contributor in the South to help kill reconstruction. The North also played a part in ending Reconstruction. The South played a larger role than the North in ending the Reconstruction because of the South’s negligence to reform.

The South performed deliberate action the kill Reconstruction. The KKK and other white supremacy groups targeted blacks along with carpetbaggers, Northerners who went South after the Civil War to help Freedmen and Reconstruction, and scalawags, Southern whites who supported Carpetbaggers and Freedmen. These attacks by white supremacy groups were to specifically blacks from having any form of superiority over whites. John W. Stevens "was foully murdered by the Ku-Klux in the Grand Jury room of the Court House" (A). This act of violence by the KKK showed how ruthless they were just to get their point across. They targeted white who supported blacks regardless of their power just the get their point across. In the photo below, it displays a carpetbagger along with a scalawag who have just been hung been the KKK represented by the donkey. This photo is a threat and a representation of the KKK’s violence. It threatens people who support the Reconstruction; this photo wants people to abandon the Reconstruction. Along with the violence that occurred, there were also political challenges blacks faced. Blacks had to take literacy tests and poll tests that were extremely hard to pass for an even an educated person, these tests made the black majority not be able to voice their opinion on public decisions. Abram Colby wrote a testimony in a joint house and senate committee in 1872 on how he was beaten because he voted for a republican (B). Beatings like these made scared and not vote at all or the ones who were brave enough to vote encountered a beating so they were to vote for a democrat. These are reasons that helped the South kill the Reconstruction.

The South is not completely at fault in the killing of them Reconstruction. The North didn't pay much attention to the events occurring in the South because they had more "important" things to pay attention to. “many Northern voters shifted their attention to such national concerns as the Panic of 1873 and corruption in Grant’s administration” (C). The North, like the South thought blacks were not fit for government. In The Death of Reconstruction: Race, Labor and Politics in the Post-Civil War North, 1865-1901,  Heather Cox Richardson wrote “The rising generation of… blacks needed a period of probation and instruction.” (D) Some Northerners believed that blacks were uncivilized and animal like. On top of that some whites thought blacks needed to be trained before they could participate in government activities. Northerners were not interested in parts of the Reconstruction which led to loss of support; this helped the downfall of the Reconstruction

The South is mostly to blame for killing the Reconstruction although the North did play a part in killing it as well. The North didn't pay much attention to the events occurring in the South because they had more "important" things to pay attention to. The North, like the South thought blacks were not fit for government. Although the North thought this, they didn't go to the measures the South went to do something about it. Through the KKK’s violent acts and the constant push from the South to end the Reconstruction made it very difficult for the blacks to move up in society and voice their opinion. Through the South’s push to kill the Reconstruction, they are more responsible for its end.

　

Works Cited:

Document A: Albion Tourgee, Letter on Ku Klux Klan Activities, New York Tribune, May 1870.

Picture- Document A: Albion Tourgee, Letter on Ku Klux Klan Activities, New York Tribune, May 1870.

Document B: Abram Colby, testimony to a joint House and Senate Committee in 1872.
Document C: Gerald Danzer et al., The Americans, McDougal Littell, 1998.

Document D: Heather Cox Richardson, The Death of Reconstruction: Race, Labor and Politics in the Post-Civil War North, 1865-1901. Harvard University Press, Cambridge, Massachusetts, 2001.

The Journey to the End

The Battle of Gettysburg is considered a turning point in the Civil War for many reasons. The Union needed the victory on the East Theater and the win helped them push and help motivate for a victory. The Confederates needed the win even more at Gettysburg but it did not go their way. If the Confederates won the Battle of Gettysburg that would have allowed them to restock their depleting supplies. This lost battle affected them greatly since they couldn't obtain need supplies.  Confederate General Lee knew that a win at Gettysburg was much needed but the loss was a major hit to the Confederacy, the causalities of the Confederacy was significantly higher percentage of their army killed compared to the Union. After the loss the Confederacy lost one of their important Generals, General Lee. Lee wrote to the President of the Confederacy Jefferson Davis, he says, "I therefore, in all sincerity, request Your Excellency to take measures to supply my place" and "I cannot even accomplish what I myself desire. How can I fulfill the expectations of others?" General Lee states how he cannot continue to be a General because of the lack of morale between the soldiers and him. In the Union to celebrate the win of such a important Battle there is a ceremony at where the fallen soldiers from the battle were buried. Lincoln delivers his Gettysburg Address at this ceremony. He gives the Union new goals to avenge the fallen and more reason for winning the war overall increasing the morale of the Union.

After Lincoln's delivery of the Gettysburg Address the Union's morale is as high as its been. To weaken the Confederacy even more Generals Grant, Sheridan, and Sherman conduct a total war campaign in the Confederacy's territory. To accomplish their total war strategy the Union had to deplete and destroy all things that the Confederacy would need to come back in the war and fight strongly. This act was not accepted nor is it justified. A siege is a tactic in which an enemy is surrounded and starved in order to make it surrender. The siege was put in place at Vicksburg because it was the only thing preventing the Union from having complete control of the Mississippi River. Vicksburg's geography made it very hard for the Union to gain control of since it is positioned on top of a bluff. The Confederacy could easily fire at the Union with the Union having a much more difficult time returning the attack. To counter this, the Union shelled Vicksburg for a time period of around two months.  “for more than a month, the citizens of Vicksburg endured a nearly constant pounding from some 300 gun.”  Some dug caves in the hillside to prevent being killed by shells falling on their homes. On top of all that they were reduced to only eating horses, dogs, mules, rats as a result of the siege of Vicksburg put in place by the Union. The conditions in Vicksburg became so terrible that the Confederacy had to surrender to save the people of Vicksburg. The citizens were not only targeted in Vicksburg but also in Sherman's March of Sea where he had the Union burn down civilian houses and destroyed railroads, farms, and factories. Sherman said, "War is cruelty... the crueler it is, the sooner it will be over". Sherman was not justified to got to such measures to make citizens lose everything and live in such poverty. The continued suffering of the South was crippling and the war was starting to come to an end.

The war is finally over. General Lee surrendered at the Appomattox Court House. The Union had the Confederacy surrounded without supplies or reinforcements, no food, and the Union outnumbered them five to one. In Washington D.C. there was a big party celebrating the end of the war. Lincoln was very relieved that it was over since he was exhausted physically and emotionally. The North was very relived and happy that they won the war. But in the South people were very upset over the loss. A small group of people from the South arranged to assassinate important Union leaders. Their plan mostly failed but John Wilkes Booth managed to murder Lincoln, putting the North into a state of mourning.

This image above is a drawing of the memorial service for president Lincoln. People were mourning and remembering one of America's greatest Presidents. 

Cites: http://www.edline.net/files/_zGHaC_/af6d0e7ca09b73443745a49013852ec4/Gettysburg_DBQ_-_Student_Version.pdf

http://www.edline.net/files/_zGHcz_/e7e0bc920224508f3745a49013852ec4/Total_War_Reading_Passages.pdf

http://www.edline.net/files/_zJGmH_/071c2c342438efbc3745a49013852ec4/Lincolns_Assassination_Document_Analysis.pdf

The Enslaved Gaining Their Freedom

The enslaved Americans gave freedom to themselves. Seventy percent of effort was performed by the blacks to free themselves. The other thirty percent was from the whites who didn't believe the blacks should be enslaved. Their freedom came mostly from below.  Blacks had to use effort from the black community to try to gain their freedom. Blacks were restricted in joining the army. A congressman in 1863 said, “This is a government of white men, made by white men for white men, to be administered, protected and maintained by white men." Whites did not want blacks fighting in the war since they would be fighting for the country.  Blacks would feel they deserved to have equal freedom to whites after fighting for their country and risking their lives. Frederick Douglas said, “Once let the black man get upon his person the brass letters, US; let him get an eagle on his button, and a musket on his soldier and bullets in his pocket, and there is no power on earth which can deny that he has earned the right to citizenship.” The blacks had to fight to gain their freedom and had to deal with the discrimination in order to get what they truly desired in the end.

A common misconception nowadays is that Lincoln freed the slaves which is false. Lincoln wanted what was best for the Union and what would help the result be a victory. In Horace Greeley’s Open Letter, he says: “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,” This quote shows that the it wasn't all about the slaves. Lincoln agrees with what Greeley said, if freeing the slaves will would save the Union he would do it. The Union winning the Civil War was more important than the rights and freedom of slaves. Lincoln did help the blacks gain their freedom, he believed slavery wasn't right. Lincoln helped pass the emancipation proclamation but postponed its action until he had more support from the American public. That Blacks had help from above but the most of the effort for freedom came from below.

 Above is a photo of a black kissing Lincoln's hand. This photo is what many people believe. This leads to the misconception that it was Lincoln who freed the slaves, when the effort to achieve freedom was mostly from the blacks. 
 

"Sphere of Domesticity"

During the Civil War some women chose to act outside the "Sphere of Domesticity" while other women chose to stay within the traditional gender roles. During the Civil War women were meant to stay within the sphere. The sphere of domesticity is the social perception of what women are allowed and not allowed to do. Inside the sphere the women's time was occupied with activities such as staying home taking care of their home, sewing, cooking, and caring for her family. Outside of the sphere women took part in voting, participating in the war, going to the bar, and participating in political speeches.

A woman who had a major affect is Dorothea Dix. Dix was definitely considered out of the sphere of domesticity. She pushed for improvements in the military medical facilities and was appointed superintendent of all woman nurses. Dix greatly helped the condition of the establishments where injured soldiers were staying and the treatment they received.  Another significant women who did not stay within the walls of the sphere was Belle Boyd. Boyd was a very attractive young woman who was a spy for the confederate army. She had unconventional ways to get information; sometimes she dressed as a man to obtain some information, at other times Boyd acted flirtatious and obtained information using that tactic. Some woman didn't go outside of the sphere but still had an impact; the woman who did act out didn't want to stay home and watch what was going on. Those woman who acted out wanted to fight for what they believed in, whether it required them to dress as a man or act in a different way than normal since it was not socially accepted for them to contribute.

Above is the quilt square Will and I created on Dorothea Dix

G block Padlet: http://padlet.com/wall/gblockcivilwarquilt

Battles Occurring During the Civil War

To learn about the battles during the Civil War each member of the class was assigned a battle. Once we researched our assigned battle, we created a Google doc and included the battle name, date, leaders, victor, theater, and reasons for victor. Once the Google doc was created, each student generated a QR sign so when someone approaches sign they can quickly scan in and obtain information in Google doc. Before we hung up the sign around the school we had the person whose battle was previous and had them write directions to get to your sign. Once the directions were all set each student hung up their sign around the school creating a scavenger hunt.  After the scavenger hunt was completed and each student had notes on 20 different battles;  we came back to the class room and logged onto Padlet. On the Padlet interface we made posts that were conclusive of the overall winners in certain theaters.

The ultimate victor varied in each theater. In the East theater the ultimate victor was the Confederacy. Out of the battles we studied they won seven out of the twelve battles in the East like the Battle of Fort Sumter, the Battle of Baton Rouge, the Battle of Shiloh, and others. The Confederacy won the majority of the battles in the east theater during the beginning of the war; that changed once Ulysses Grant became the new Union leader. In the West theater the Union was the ultimate winner. In the Naval theater the ultimate winner was once again the Union. The Union did not lose any battles in the Naval theater with he exception of the Battle of Hampton which was undecided.

In the East theater the Confederacy was the ultimate victor because they were mostly on home soil so they could transport supplies and troops more easily. Also in some cases the Union wouldn't surrender or they ran out of supplies which gave the Confederacy the upper hand. For example in the Battle of Fort Sumter the Confederacy beat the Union because the Union didn't have enough ammunition to defeat the Confederacy. In the Naval theater the Union was the ultimate winner, in the battle Battle of Hampton the Union damaged the Confederacy's ironclad which gave the north the upper hand. In the West theater the Union was the ultimate winner. They had more soldiers, resources and more advanced weapons. Ulysses Grant also helped the union with many victories. Overall the Union dominated in the Naval and West theaters while the Confederacy dominated the East Theater.

Picture of me at a QR sign

google doc: https://docs.google.com/document/d/1Dqjdvh935TRnjBctceCfRy8pTAIwEjoO8GRbOJpb9ZE/edit

Padlet:  http://padlet.com/wall/gblockcivilwar

Would You Fight For Your Country or Your Survival?

I am an eighteen year old currently living in Reading, Massachusetts. It is the summer of 1861 and I currently employed by a dry goods store in Reading. Many of my friends are joining the army because of the attack on Ft. Sumner and all the patriotic songs pushing enlistment.  I debated joining to serve my country and fight for whats right but I am not going to join. The new technology and tactics have improved but the treatment of the wounded still isn't superb.

I heard recently about the new type of rifled musket and minié ball ammunition that are being used. The new muskets used minié balls that are designed to tear apart limbs of soldiers, and the musket has a new type of barrel that makes the bullet spin as it leaves the rifle making it significantly more accurate. This is a major improvement from the muskets with bayonets which were meant for close range since they had poor accuracy. Technology on land not only improved on land weapons but also with the naval weapons. The wooden boats have become obsolete because of the ironclads which where extremely powerful and durable. There have been many improvements in weapon technology so more people were injured. If a soldier got injured the common procedure would for that limb to be amputated if injury is serious but if its a minor break the soldier would receive a wooden splint. Once a soldier had a limb amputated there was often a chance that they wouldn't survive. I am frightened by how easily the new technology can kill people and don't want to interfere with something that doesn't favor my life. The tactics by the Confederate and Union had improved meaning that the side with better strategic plans will win. The new tactics are very smart and well thought out. For example the Union ordered a blockade on the southern ports which prevented the south to trade cotton and export supplies. I would not want to be in the Confederacy's position where you know that the North has the upper hand and you can't back out.

I would rather be with my family and living than fighting in the war. Although I would not be enlisting I would still show pride of my country and support the war. I made my decision because of the improvements of technology and the thought of losing my life in battle. Also war can really affect a person. Some people who have fought in wars come back traumatized and aren't the same after. These factors really helped my decision on not enlisting.

This photo shows what an average hospital during the civil war looked like. 

http://www.sonofthesouth.net/leefoundation/civil-war-medicine.htm

Understanding the Situations of The Confederacy and Union

Below is the infographic created by Emma and I. We decided to do start our infographic by having a map which displays the amount of railroads in the north and in the south. This was put at the top because this map is very important; transportation via railroad helped transport supplies easier. The north had many more miles  of railroad compared to the south which gave them an advantage for transporting supplies and soldiers.  Next on the infographic we made a pie chart which varies depending on which topic is selected. The pie chart helps show the statistics in a good visually appealing way. The pie chart makes it easier for the viewer since they don't have to read as much and can see the amount of change between the north, south, and border states on each topic in the pie chart. Finally at the bottom of the infographic we wrote the strategies used by the Union and Confederacy. We put this at the end because it makes it easiest for the viewer to understand because the viewer has already seen the benefits and negatives of the north and south which would help them understand the strategies that worked and didn't work. This process really helped me understand the situations that the Union and Confederacy faced at the beginning of the war. I had to thoroughly look and decide which information was the most important and what wasn't crucial to include on the infographic. Each section of the infographic needed to be analyzed which helped me understand thoroughly the situations each side faced.

Civil War: North vs. South Transportation Strategies | Create Infographics

Scrap-booking the Major Civil War Causes

For our semester research project we spent a lot of time and researched the causes of the civil war. Our class worked on this project in groups. My group included Kevin, Ronny, and I. We were assigned to research the Kansas-Nebraska Act. For our project we started off by researching the causes of the conflict, the issue, and the effects of the Act. After we had a thorough understanding of the topic, each group had to find 12 primary sources and cite each. After we cited each source we made a bibliography in alphabetical order. Once we had sufficient amount of information and primary sources on the topic we put it all into a scrapbook. My group decided to display the information we had on the Kansas-Nebraska Act in a prezi. While we were putting together our prezi my group put all the primary sources in order of happening so they told a story. Once we finished our research project; the next few days in class we spent looking at other groups projects to learn about all the events relating to the causes of the civil war. While observing the other groups projects my group made a timeline putting each event in chronological order so we have a good understanding of the causes of the civil war.


Our Prezi:
http://prezi.com/jyopz7j1tox6/kansas-nebraska-act/


Our Timeline:

EdCafe Day

This past week in class we did an activity called an EdCafe. With a partner we discussed slavery based on different narratives and sources. Together as a partnership we created questions which we would ask the attendees of our EdCafe based on an aspect of slavery. Once all the partnerships in class choose when and where they would like to hold their EdCafe, we could pick which EdCafe interested us and attend it. I really liked how each EdCafe wasn't very big unlike a socratic seminar which I dislike because there are too many people.  I also liked how the EdCafe was independent for the group presented. The group leading it had the job of keeping the group on track and keeping the session moving by not getting tied up on a single question. To make the EdCafe better next time I think that the groups should have a wider range of topics. The two EdCafe sessions I attended and the one I presented all had similar questions so it was repetitive at times.

When I presented it went well. The other students attending had very detailed answers to our questions which sparked up good discussions. With the questions we had quotes from the Solomon Northup Slave Narrative which added to the answers. To improve next time I would include more visuals since we only had a minimal amount. The visuals would help the attendees to understand the questions more or add to the answer.

I think that I was a good attendee to the sessions I attended. I contributed the best I could to the questions asked by the presenters. What helped me was my group had similar questions to the questions that were asked by the presenters. This was also not beneficial because at times I wasn’t expanding my knowledge of slavery because of the similar questions. My notes are a good representation of what I learned because on the questions that were alike I have ample notes and good notes on the topics that only came up once.

Slavery in the North

Slavery in the North was not frowned upon nor was it promoted. Inhabitants of the North knew slavery was wrong morally but knew that if it wasn't present then their business would suffer. Even though slavery wasn't allowed in the North, the people of the North still benefited greatly from slavery.  There was a cycle between the North and the South where the North needed the slaves in the South to pick cotton. That cotton is sent to the North and then cloth is sent back to the slave owners for their slaves. People from the North knew that if there wasn't slavery then they would have to pay more for cotton or not receive the amount needed to make sufficient cloth. If there wasn't slaves in the South then there would be not cheap labor to harvest the cotton. The Northers knew that slavery was wrong t they couldn't not support slavery because they had to continue to buy cotton so their business wouldn't suffer. In the "Public [Anti-abolition] Meeting" Broadside, August 21, 1835 Abbott Lawrence, mayor of Boston held an anti-abolition meeting. He said  “We believe that the sectional jealousies are thereby engendered, which threaten to disturb the harmony of our political system.” Anti-abolitionists knew that slavery should be abolished, but they didn't want to ruin their political system. The Americans in the North were only morally against slavery while they knew it had to be present so their profits didn't decrease. Recently in class we watched the movie "Traces of the Trade" which is about the DeWolf family and their slave trade. The DeWolf family was the largest slave trade in the United States. They brought over 10,000 slaves from Africa through a process of the triangular trade. The DeWolf's had a sugar plantation in Cuba where sugar was produced for the rum the made in Rhode Island. They traded rum and sugar to gain possession of African slaves. They were successful in the slave trade business and made very much money because the people in government that could put a stop to them looked the other way. Overall the Americans in the Antebellum North where only morally against slavery but let slavery help the profits of people's factories and business'. 

This is a picture of DeWolf's trade route.