tag:blogger.com,1999:blog-29122527484522681162024-03-12T16:09:14.805-07:00Using History to Make HistoryKatherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-2912252748452268116.post-68812244608215853942015-06-14T19:41:00.002-07:002015-06-14T19:41:51.792-07:00Good Intentions Don't Un-do Bad Actions<b style="font-weight: normal;"><div dir="ltr" id="docs-internal-guid-b8411bbf-f50f-bf8c-39f3-26a4a728cf00" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This past week in Honors History 10, we forged ahead with the learning, analyzing, and reflecting process that goes into creating our final exam. The basic routine of this was as follows: watch background videos, analyze primary and secondary sources, create 40 exam questions, discuss and formulate an essential question, and answer it in a blog post. To read about this process in more detail, check out <a href="http://katherinesquires.blogspot.com/2015/06/power-to-super-rich-and-successful-only.html">my most recent post.</a> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This week, we came up with the question: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">During westward expansion, did the impact of federal policy towards buffalo soldiers and native Americans match the intent?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Before this unit, when I heard the words “westward expansion,” the image that would immediately pop into my mind was one derived from the “Little House on the Prairie” series. This image was one of Native Americans solemnly riding on horseback, leaving the land that they had grown up on. Because of this image ingrained in my mind, I pitted the white people who forced them to leave as cruel and heartless. I did not consider that the whites may not have realized how wrong or out of control their actions were. </span></div>
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<tr><td style="text-align: center;"><img border="0" height="191" src="https://arthistory327.files.wordpress.com/2012/10/the_trail_of_tears.jpg" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Native Americans being forced to leave their homes.<br />
Image found at: <a href="http://www.democraticunderground.com/10022541773">http://www.democraticunderground.com/10022541773</a>.</td></tr>
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<span id="goog_1807377748"></span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">After taking a look at the Dawes Act, set into place by MA Senator Henry Dawes in 1887, I realized that the white people in power really didn't have the intention of being so cruel to Native Americans. In an excerpt from this act, it reads that it was, “to extend the protection of the laws of the United States and the Territories over the Indians, and for other purposes.” Although US citizens benefitted from taking the NAs land, this really wasn't the reason that they took it. Instead, white Americans believed that they were doing the NAs a favor by removing them from their land, that by putting them in separate areas they would be able to help reform the NAs and transform them into better people. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Although the intentions of white Americans who pushed for NAs to be removed from their land may not have been bad, the ways in which this removal was carried out certainly were. During the late 1800s, president Andrew Johnson created 6 acts of regiment troops to reinforce military in the Midwest. These troops were comprised of <a href="http://www.pbslearningmedia.org/resource/49e8d07f-313d-44af-924a-591b0c96aeea/buffalo-soldiers-in-new-mexico/">Buffalo Soldiers</a>, black Americans who has recently been members of the union troops and continued on in the US armed forces. These soldiers, who already had to endure terrible conditions, were ordered to destroy anything in sight that was the NAs in an effort to remove them from their lands. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">No, the white people in power weren't trying to do any harm by removing NAs from their homes, but in doing so they ended up causing battles, deaths, and hardships for both the NAs and the Buffalo Soldiers. </span></div>
<br /></b><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-8603901932127372832015-06-07T18:18:00.001-07:002015-06-07T18:18:07.302-07:00Power to the ((Super Rich and Successful Only)) People<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-M4mx7IXRvIo/VXTq9dpowrI/AAAAAAAAAcs/ZqRF1o73P34/s1600/june%2Bweekly%2Bplan%2Bhist.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="308" src="http://2.bp.blogspot.com/-M4mx7IXRvIo/VXTq9dpowrI/AAAAAAAAAcs/ZqRF1o73P34/s320/june%2Bweekly%2Bplan%2Bhist.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is our weekly plan in full detail.</td></tr>
</tbody></table>
<span style="font-family: Calibri;">With three short units left, the last
day of school only four weeks away, and finals fast approaching, we (the
students of Honors History 10) put our last few weeks to good use by not only
learning and studying for our final exam, but by CREATING it. That’s right, the
STUDENTS wrote the final exam. The plan is to give each unit a week. During
that week, the entire class takes notes in a shared Google doc as we watched
videos and analyzed primary and secondary sources together. At the end of the
week, we use everything that we just learned to come up with 40 questions for
the final exam. At the end of the three weeks, when classes end and finals
start, the product of our efforts will be a 120 question exam, a LOT of notes,
and three blog posts answering a student-crafted essential question for each
unit. </span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">Check out week 1: <b style="mso-bidi-font-weight: normal;">Did the captains
of industry have a positive or negative impact on the public?<o:p></o:p></b></span><br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-nVeFGX-WN-c/VXTp-9xS5LI/AAAAAAAAAco/LV0beqzuTfI/s1600/rockefeller.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="http://3.bp.blogspot.com/-nVeFGX-WN-c/VXTp-9xS5LI/AAAAAAAAAco/LV0beqzuTfI/s320/rockefeller.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Rockefeller- the powerful, strangling squid.</td></tr>
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<span style="font-family: Calibri;">During the late 1800s, America went
through a period of uninterrupted industrial growth. It was during this time that
captains of industry, wealthy people who lead certain business fields, emerged
as people of power. Although they helped shape America to what it has become
today, these “captains” left a negative impact on the public during their time.
John Rockefeller, founder of the “Standard Oil Company,” was one of these
captains who negatively impacted the public. In a political cartoon appearing
in the September 7<sup><span style="font-size: x-small;">th</span></sup>, 1904 issue of “Puck,” artist Udo J. Keppler
draws Rockefeller as a giant squid, strangling the U.S. capitol and other industries.
Just like the malicious squid in Keppler’s drawing, Rockefeller was able to
create a monopoly on natural fossil fuels and bribe politicians to get his way.
This was bad for the general public because Rockefeller had power over
everyone, so even decisions they voted on weren’t necessarily determined fairly.
<o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-pCio8NDuiTI/VXTp5ZHZnRI/AAAAAAAAAcg/KLke-MGEaRE/s1600/carnegie.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="238" src="http://1.bp.blogspot.com/-pCio8NDuiTI/VXTp5ZHZnRI/AAAAAAAAAcg/KLke-MGEaRE/s320/carnegie.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Calibri;">“Forty-Millionaire Carnegie in his Great Double Role"</span></td></tr>
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<span style="font-family: Calibri;">Similar to Rockefeller, Carnegie
was a great businessman and captain of industry who poorly impacted the people
of his time. In the July 9<sup><span style="font-size: x-small;">th</span></sup>, 1892 issue of The Saturday Globe,
artist David P. Demares depicts Carnegie simultaneously giving away money and
taking it away from his workers in his cartoon, “Forty-Millionaire Carnegie in
his Great Double Role." Leading such a large business, Carnegie’s frequent
wage cuts affected thousands of people.<o:p></o:p></span></div>
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<span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Captains
of industry like Rockefeller and Carnegie thrived during the late 1800s, and
used their excessive wealth and power to manipulate the government and take
money away from innocent employees. But if it weren’t for them, American wouldn’t
be what it’s like today. The excessive wealth that captains of industry held in
their industries carries over to help our industries thrive today. As a
country, wealth is still distributed very unevenly, but we are able to see that
letting bribery influence political decisions can be disastrous. <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Calibri;"><span style="mso-spacerun: yes;"><a href="http://www.edline.net/pages/Reading_HS/Classes/1415_10212103/Unit_9_-_Carnegie__amp__Rockef">To learn more about Rockefeller, Carnegie, and other captains of industry, check out the sources we used in class!</a></span></span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-24260778592117075522015-05-01T06:09:00.003-07:002015-05-01T06:09:47.537-07:00Power from the People, or the President? <b style="font-weight: normal;"><div dir="ltr" id="docs-internal-guid-959c8f02-0f93-a09e-3323-df446f9aaae8" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In school, everyone learns about America's dark past- slavery- and how we were able to change for the better as a country to abolish this practice. We learn about the Civil War, where the north fought the south for the abolishment of slavery and eventually won. But does anyone ever tell us who started this movement? What kinds of people were the driving force behind the abolition of slavery? This past week in honors history 10 we explored the answer to these questions. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><br /></span></div>
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<tr><td style="text-align: center;"><img alt="Displaying IMG_3534.JPG" aria-hidden="true" class="aLF-aPX-J1-J3" src="https://mail.google.com/mail/u/0/?ui=2&ik=1bd6fef044&view=fimg&th=14d0f81ad94300e1&attid=0.1&disp=inline&safe=1&attbid=ANGjdJ9asiLkQMLT28jrtwEcbaDI8tYacfptH_FTo8ESSp1iPj5aF1p9S-MD6zezJ2Q7O7mNs0M_7UXubKwiXSyD3EQxJ6C-LJec4H3mji6LKA288fzGMGD0f7-C-zU&ats=1430485353900&rm=14d0f81ad94300e1&zw&sz=w1246-h779" style="margin-left: auto; margin-right: auto;" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">One way we learned about those who contributed to the abolition of slavery was through reading primary documents. Then, we put them into this chart (Lincoln!) to show what power came from above, what power came from below, and what Lincoln wanted to do.</td></tr>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As president of the United States, Lincoln was a big part of getting slavery abolished. Although he claimed to "intend no modification of [his] oft-expressed personal wish that all men everywhere could be free" in his reply to an Open letter from Horace Greeley, his actions and decisions during the war enabled an end to slavery. By declaring the emancipation proclamation, stating it only right and constitutional for slaves who fought in the war to become free after it was over, Lincoln freed thousands of former slaves. Although Lincoln, a person with a LOT of power, appears to be the reason slavery was abolished, the actions of slaves themselves were also a huge contributing factor. In primary source y, slaves are described to have pushed their way through white people preparing through war in an effort to force themselves into the issue and into the war. Slaves helped fight for their freedom just as much as those in power did. </span></div>
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<div style="text-align: justify;">
<a href="http://www.pbs.org/civilwar/film/episode3.html#">Check out this video to learn more about the civil war.</a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When it all boils down, I think that slavery was abolished because of actions taken by those out of power just as much as those in power. Yes, Lincoln is well known for his actions, but that is because he had a lot of power at the time. Lower people and slaves were also a driving force in that they helped influence Lincoln and his decisions. This whole situation of force behind a change coming from below and being broadcast and taken further by those people who are "above" still happens today. Recently there has been HUGE coverage for a story surrounding Bruce Jenner, former Olympic athlete and reality TV star, and his coming out as Transgender. Other Trans people have been pushing for acceptance and equal treatment for years, but now that Bruce Jenner is talking about it, it's finally starting to become a reality. Just like Lincoln was a voice for slaves, Bruce Jenner is a voice for the Trans community and it's supporters. </span></div>
<br /></b><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-38380426184693448142015-04-10T19:44:00.001-07:002015-04-10T19:45:19.266-07:00A New Route to Learning<div dir="ltr" id="docs-internal-guid-b2461ea7-a650-e2e0-2bbc-48071e30bda5" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This past week in honors history 10 we took a different route to learn about the Civil War battles...literally. Our class held a scavenger hunt to take notes, here's how we did it: After each student got assigned a battle, we divided up and researched, each making a google doc about our assigned battles as we went. For homework that night we each made and printed out a <a href="https://bitly.com/a/sign_in?rd=/a/bitlinks">bit.ly</a> and a <a href="http://qr-code.appsbug.co/#url-tab">QR code</a> to our docs so that our classmates would be able to scan and view them. The next day we hid our codes all around the school and made sure to write where the next code as located so our classmates would know where to go. Then, we were off! </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">At each battle stop, students used the QR codes to scan in and take notes about the battle from the docs. By the time we finished, we all had notes on the theater, victor, and main reasons for each battle, and we got to have fun!</span><br />
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<iframe height="370px" src="https://www.google.com/maps/d/embed?mid=zOOP-1XDYZpk.k03-JFpD5jPo&hl=en" width="525px"></iframe>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">After the scavenger hunt, we got back came back as a class to regroup and analyze all of the information we had just taken down. First we looked at this really great, interactive map to get down some more notes, then we turned to padlet to share the conclusions each of us had drawn. By the end of class, it became clear that the Union army dominated both the naval and western theaters. The Union army also came to win in the east, but it took a period of Confederate dominance before they gained the leadership they needed to win.</span><br />
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<iframe frameborder="0" height="480px" src="//padlet.com/embed/vbgc5mlufa3y" style="border: none; margin: 0; padding: 0;" width="100%"></iframe><br />
<div style="border-top: 2px solid #a7d23a; font-size: 12px; margin: 0; padding: 8px; text-align: right;">
<a href="http://padlet.com/" style="color: #41555f; text-decoration: none;">Created with Padlet<img src="http://padlet.com/favicon.ico" style="border: none; height: 16px; margin: 0 0 0 10px; padding: 0; width: 16px;" valign="middle" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">At the close of the civil war in 1865, the Union army was victorious. This makes sense, as throughout the war they dominated most if not all theaters. In naval battles, the Union had more resources than the confederates, so it was easier for them to come by sea. Oftentimes they were able to surround the confederates with their ships. In the western theater, the union dominated because they outnumbered the confederates. In the east, it was sort of a different story...at least in the beginning. Disorganized and lacking leadership, the union army fell to the confederate army at the beginning if the war. But as they gained leadership and military strategy, they were able to rise back on top.</span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Also, make sure to check out <a href="https://docs.google.com/document/d/1--E78_DA4CViZ-cSl2MkQfa5aloRJwfKnSQEim8U0aY/edit?usp=sharing">my scavenger stop</a> for an example! After scanning in with the QR code, my classmates were able to take down my notes on the Surrender of Fort Donelson, Tennessee. </span></div>
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Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-70601509900225378382015-03-24T17:44:00.003-07:002015-03-24T17:44:49.904-07:00Who But Lincoln?<div style="border: 0px currentColor; font-family: Helvetica, Arial, "Droid Sans", sans-serif; font-size: 14px; line-height: 1.42em; margin: 0px; padding: 0px;">
In 2015, America looks back at Abraham Lincoln as one of our greatest presidents and leaders. Lincoln is the man who abolished slavery, Lincoln is the man who got us through the Civil War. But leading up to the Election of 1860, not everyone revered Lincoln the way America does now. Instead, the country was split between four candidates, each one representing a different view on how to handle slavery.<br />
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The map above represents which parts of the country favored and voted for each candidate. It makes sends that the south voted for Breckenridge because he advocated for slavery, just as it makes sense that the north and West voted for Lincoln because he was against it. Bell was the candidate chosen by those living in between the North and South because he wanted to maintain the union as it was, which would keep them out of wars harmful way, and Douglas advocated for slavery to be determined by popular sovereignty. </div>
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In class, we watched <a href="https://nerdfighteria.info/video/crashcourse/roNmeOOJCDY" target="_blank">John Green's crash course video</a> to get an overview on the election of 1860 and how it effected divisions during events like Bleeding Kansas. After taking notes and processing all of the information, we went onto the <a href="http://www.civilwarinart.org/exhibits/show/causes/introduction/the-election-of-1860-and-seces" target="_blank">Civil War in Art website</a>, where we split into groups to analyze the pictures and sources it had to offer. Finally, we made videos explaining the election of 1860, and relating it to the art that we found on the Civil War in Art website. Check out my groups video below:</div>
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Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-1758367094224696992015-03-18T19:01:00.002-07:002015-03-18T19:01:24.010-07:00Why the South Had No Chance Winning the Civil War<br />
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<span style="font-family: Calibri;">Every American knows the story of the civil war: the courageous
North fought the racist South for the abolishment of slavery and were celebrated
as heroes when they won. But not everyone knows the details behind the story.
Nobody ever talks about how the North had the upper hand from the start; how
they made up 2/3 of American citizens and manufactured over 50% of American
goods. Nobody talks about how the South never wanted to start fighting; how
they just wanted to defend the laws they had been practicing their whole lives.
</span></div>
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<span style="font-family: Calibri;">In Honors History 10, we studied the causes of the Civil War
and what impacted its outcome. Check out this info graphic I made on infogr.am,
explaining how initial differences between the North and South affected each
sides strategies and stance in the Civil War. </span><span style="font-family: Calibri;">Most of the stats used in the info graphic were gathered from analyzing railroad maps and a document titled "Slavery by the Numbers".</span></div>
<script id="infogram_0_civil_war_infographic" src="//e.infogr.am/js/embed.js?fc3" type="text/javascript"></script><br />
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<a href="https://infogr.am/civil_war_infographic" style="color: #acacac; text-decoration: none;" target="_blank">Civil War: North VS. SOuTH</a> | <a href="https://infogr.am/" style="color: #acacac; text-decoration: none;" target="_blank">Create infographics</a></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-40390086498066880222015-03-11T20:00:00.001-07:002015-03-11T20:03:15.887-07:00The Crime Against Humanity<br />
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">Today slavery
is studied by nearly every student in the US so that they will learn never to
repeat this awful action of dehumanization. During the early 19<sup>th</sup>
century, the topic of slavery was pushed aside, ignored, and avoided so that
white Americans could benefit from it. In Honors History 10, we’ve spent the
past week taking notes, watching videos, and reading primary sources in order
to get a better understanding of what really went down. After that we split into groups and organized the events we had just learned about on a timeline- the conclusion has
become obvious. Through exploration of the Gadsden Purchase, Bleeding Kansas,
the caning of Sumner, and John Brown’s Raid, it becomes clear that the debate
over slavery was the elephant in the room, the obvious issue that nobody wanted
to talk about, for American politics in the early 19<sup>th</sup> century. <o:p></o:p></span></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">The Gadsden
Purchase was a tiny piece of land bought by the US in 1853, which would be used
to transfer pro slavery settlers to Nevada, California, Utah, Arizona, and New
Mexico. The initial purchase of these states was $15 million, but the tiny
Gadsden cist almost just as much-nearly $10 million. This shows that the US was
avoiding an end to slavery, because they were willing to pay such an outrageous
price for a tin strip of land, just so that it could aid the pro-slavery cause.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-jKI_5GdIkls/VQD-5e7-9UI/AAAAAAAAAYY/Y2Mq3VNRPWs/s1600/elephant%2Btimeline.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-jKI_5GdIkls/VQD-5e7-9UI/AAAAAAAAAYY/Y2Mq3VNRPWs/s1600/elephant%2Btimeline.jpg" height="239" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We used an app called timeline to organize events from 1850-59.</td></tr>
</tbody></table>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">A few years
later, in 1856, an event called “Bleeding Kansas” takes place and is followed
by the caning of an anti-slavery senator, which further proves that American
politicians wanted to avoid the topic of slavery. With turmoil between
anti-slavery “free soilers” and pro-slavery activists, Senator Charles Sumner
gives a speech attacking southerners for forcing slavery on the territory.
Riled up and angry by Sumner’s speech, Representative Preston Brooks “defends”
the south, and their right to slavery, by beating Sumner with his can.
Following the caning, Brooks receives canes in the mail with encouragement to
“beat him again”. The southern, pro-slavery government and people support
Brooks because he punished Sumner for trying to bring the issue of slavery to
attention. <o:p></o:p></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-fWLDyeOUX3c/VQD-7vwLuhI/AAAAAAAAAYk/qwhAlzdn4dc/s1600/elephant%2Btimeline2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-fWLDyeOUX3c/VQD-7vwLuhI/AAAAAAAAAYk/qwhAlzdn4dc/s1600/elephant%2Btimeline2.jpg" height="239" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">For each event we wrote out a brief and easily comprehensive summary.</td></tr>
</tbody></table>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">Even when
activists like John Brown attempted to bring the horrors of slavery to
attention, they were shut down by people in power. In 1859, John Brown raided
the federal arsenal at Harper’s ferry with 21 other individuals, black and
white alike. Quickly, he was captured, tried, and hung, but his last address to
the court stuck out. Brown declared that he would forfeit his life for justice
among all. Nonetheless, the court used his hanging to make a statement- they
would not tolerate anti-slave movements.</span></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"></span> </div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">Check out this wordle made from Charles Sumner's speech, "The Crime Against Kansas". The bigger the word, the more often it was used in his speech. Its interesting to note that words like "South" and "Now" stick out. While there was slavery in the North, there was less of it. Sumner wanted to bring to attention this issue, and to bring slavery to an end "NOW".</span></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="font-size: small;"><o:p></o:p></span></span> </div>
<a href="http://www.wordle.net/show/wrdl/1440275/The_Crima_Against_Kansas" title="Wordle: The Crima Against Kansas"><img alt="Wordle: The Crima Against Kansas" src="http://www.wordle.net/thumb/wrdl/1440275/The_Crima_Against_Kansas" height="300" style="border: 1px solid rgb(221, 221, 221); padding: 4px;" width="400" /></a>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-57809800629104826742015-02-23T20:20:00.000-08:002015-02-23T20:20:30.046-08:00As Clear As Black and White<br />
<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">During these past few weeks, as bright white snow has taken over New England, Honors History 10 has studied another period during which the color white dominated-- the US's early 19th century. As cotton became a large industry, slavery became economically entrenched and the white population dominated the blacks, forcing them to submit to slavery. </span><br />
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<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">At the start of the 19<sup>th</sup> century, slavery
looked like it was on its way out. But with the invention of the cotton
gin, there became a desperate need for people to work the rapidly
expanding cotton plantations—slaves were the answer. When Eli Whitney invented
the cotton gin in 1793, cotton plants became economically profitable to
grow. Down south cotton grew easily, so as the crop grew in export
revenue, the number of slaves working southern plantations also expanded. Between
1790 and 1800, cotton became 7% of the nation’s total export revenue with
a slave population of about 690,000. As cotton’s export revenue grew to be
22% in 1820, the slave population expanded in turn to 1,191,000. Slavery
became economically established by the early 19<sup>th</sup> century because
cotton became a large part of the industry, and slaves were necessary to
run cotton plantations. </span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><img alt="Displaying Image-1.jpg" class="aLF-aPX-J1-J3" height="200" src="https://mail.google.com/mail/u/0/?ui=2&ik=1bd6fef044&view=fimg&th=14bb950e1e60ffad&attid=0.1&disp=inline&safe=1&attbid=ANGjdJ-WWxXMAzGeIYu9f2y0Fux-5525zWqxZ3cCFdFjAbE63H-C4LOPQ9heEOl4hcc20LOviENudA8TTy8cqt6a6hi1HwSHO4PkWWXRlVVe-Db_6_urMyN-Qqk9uLQ&ats=1424743289386&rm=14bb950e1e60ffad&zw&sz=w1566-h779" style="margin-left: auto; margin-right: auto;" width="162" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Frederick Douglas's on whites on the 4th.</td></tr>
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<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">The system of
slavery that became economically entrenched in the US’s early 19<sup>th</sup> century
affected human dignity in the sense that it degraded African members of society
by singling them out as slaves. Anti- Slave activist and American author, Fredrick
Douglas responded to white American’s hypocritical celebration of freedom on the
4<sup>th</sup> of July. Upon asking what the 4<sup>th</sup> meant to an American
slave, Douglas stated that it, “reveals to him, more than all other days in the
year, the gross injustice and cruelty to which he is the constant victim.” White
Americans treated blacks as so much lesser than them that they were able to declare
freedom for all members of society, while completely overlooking the massive African
slave population that lacked freedom. Many African Americans, like Douglas,
felt so offended by the discrimination that they faced because of race based slavery
that they spoke out about it.</span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://mail.google.com/mail/u/0/?ui=2&ik=1bd6fef044&view=fimg&th=14bb9511ade5a862&attid=0.1&disp=inline&safe=1&attbid=ANGjdJ97CsI8ZRRaoB4F618IfuAQ35cTsIGroVtRPDAOa5D77IwWymVZq1-vzY3fN7h-1eWjfFBOvdYd6TUChtoTiVvtFr9w4QB81tosz3ovN1KM7E6iKyU7Au80XsI&ats=1424743289364&rm=14bb9511ade5a862&zw&sz=w1566-h779" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Displaying Image-1.jpg" border="0" class="aLF-aPX-J1-J3" src="https://mail.google.com/mail/u/0/?ui=2&ik=1bd6fef044&view=fimg&th=14bb9511ade5a862&attid=0.1&disp=inline&safe=1&attbid=ANGjdJ97CsI8ZRRaoB4F618IfuAQ35cTsIGroVtRPDAOa5D77IwWymVZq1-vzY3fN7h-1eWjfFBOvdYd6TUChtoTiVvtFr9w4QB81tosz3ovN1KM7E6iKyU7Au80XsI&ats=1424743289364&rm=14bb9511ade5a862&zw&sz=w1566-h779" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Douglas's response to the whites' hypocritical 4th celebration.</td></tr>
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<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In this system of race based
slavery, African Americans had many of their rights ignored, and their right to
freedom taken away completely. As mentioned above, Frederick Douglas argued
against the hypocritical white American declaration stating all men free. According
to Article 4, Section 2, Clause 3 of the Founder’s Declaration, any slave who
escapes, “shall be delivered up on Claim of the Party to whom such Service or
Labour may be due.” Slaves were bound to their owners for life—they lacked the
right to escape and live freely. Already without freedom, slaves had even more dignity
take from them by being counted not as a whole person, but 3/5 of the person in
deciding state population. Race based slavery discriminates against a
particular race, and ignores the needs, rights, and characteristics of that
race. </span></div>
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<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">For more on 19th century US's race based slavery, check out the <a href="http://princeamongslaves.org/module/comparing.html" target="_blank">this article</a> about the life of Abdul Rahman, an African prince who was captured and enslaved in the US. </span></div>
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Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-32767090795742715872015-02-04T21:19:00.003-08:002015-02-04T21:19:55.147-08:00Gender Equality, or Lack There Of<span style="font-family: Calibri;"></span><br />
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<span style="font-family: Calibri;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">After years of male
dominance, 19<sup><span style="font-size: x-small;">th</span></sup> century society was taken aback when women began <i style="mso-bidi-font-style: normal;">talking </i>and <i style="mso-bidi-font-style: normal;">writing </i>in an effort to earn equality. Never before had women
voiced their thoughts, much less argued with those of the male gender. But in
1848, that began to change. Women from all over the country gathered at the
Seneca Falls Convention to </span><span lang="EN" style="mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">discuss the current social, civil, and religious conditions of women and
fight for equal rights in these areas. Form this convention sprung more,
causing both positive and negative reactions. </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">After the Seneca Falls Convention in July of 1848, newspapers all over the
country had something to say, and that something was not always very nice. “It
requires no argument to prove that this is all wrong,” declares <i style="mso-bidi-font-style: normal;"><a href="http://www.loc.gov/exhibits/treasures/images/vc006200.jpg" target="_blank">The Mechanics Advocate</a></i> about the rights
of women. While women’s reforms upset a large portion, a chunk of the
population was in support of women’s equality. <em><a href="http://www.loc.gov/exhibits/treasures/images/vc006197.jpg" target="_blank">The North Star Newspaper</a></em>
considers women member of the “human family” and argues that</span><span lang="EN" style="mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">, “</span><span style="mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">we cannot be deterred from an
expression of our approbation of any movement, however humble, to improve and
elevate the character and condition of any members of the human family.”</span><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: "Times New Roman";">
As an abolitionist newspaper, The North Star agrees that ALL humans should have
the same rights, including black men and women of all kinds. </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: "Times New Roman";">Over 150 years after the
Seneca Falls Convention and the start of the women’s reforms, one would think
that gender equality should be prominent in the US—sadly that is not quite the
case. Although today’s society likes to think that both genders are treated the
same—women work until they have to stay home and watch their kids, laws forbid
abuse within a relationship, etc.—there are still many VERY prominent
differences in the treatment of women and men. </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: "Times New Roman";">One of the most obvious ways
to see the different treatment of females and males in our society today is
through social media. Let’s start with Instagram. One of the easiest ways to
rake in compliments and boost your self-esteem is to post a quick selfie—IF
you’re a girl. What is considered “cute” when posted by a girl, is called
“soft” or ever “gay” (sadly and WRONGLY used as an insult) when a guy posts it.
Now on to twitter. There is nothing more annoying than a heated feminist on
twitter complaining unequal treatment, right? But somehow it’s funny to make a
parody account called “<a href="https://twitter.com/meninisttweet" target="_blank">meninist</a>”, where users make fun of these attempts as
gender equality. </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: "Times New Roman";">Yes, society has come far
from the day’s during which women weren’t allowed to speak, and men were
allowed to beat their wives at a whim. But is our society, one rich with double
standards, really THAT much better? </span><br />
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span> </div>
</span>Check out this Pantene commercial, pointing out ways women and men are treated different in society today. Can you relate?<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/-K2kfgW7708" width="560"></iframe><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-30430236905525183032015-01-14T20:57:00.002-08:002015-01-14T20:57:46.047-08:00The Father of Free Thought<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-jWv0TXg41UI/VLSndbHDLXI/AAAAAAAAAWM/60A1M5uN7XI/s1600/transcendentalism%2Bquote%2B1%2Btake%2B3.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-jWv0TXg41UI/VLSndbHDLXI/AAAAAAAAAWM/60A1M5uN7XI/s1600/transcendentalism%2Bquote%2B1%2Btake%2B3.png" height="165" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Emerson points out the importance of one's own thoughts.</td></tr>
</tbody></table>
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<span style="font-family: Calibri;">Ralph Waldo Emerson is considered to be the leader from
which the transcendental movement emanated. In his 1888 essay, “Self-Reliance”,
Emerson works to convince his readers that it is right to believe one’s own
thoughts and declare them aloud, even if others disagree. The transcendental
movement took place just after the Industrial Revolution- am epoch bursting
with new technologies and ideas. Emerson writes that amidst these new ideas, we
must not lose ourselves. Amidst these new ideas we must strive not to conform,
but to “believe what is true for you in your private heart.” That having been
said, holding beliefs not contradictory to those of the general population
should not be looked down upon. Although Emerson states that “To be great is to
be misunderstood,” it must be taken into consideration that one’s beliefs may
truly accord with those of society. In these excerpts, Emerson is trying to
convince the reader to follow their intuition and shirk ideas not aligning to
their own beliefs. As he went on to lead the transcendental movement, Emerson
continued to preach self-reliance as opposed to conformity.</span><br />
<span style="font-family: Calibri;"><br /><br />
<o:p></o:p></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-TV_0K94vAG4/VLSndcKsHuI/AAAAAAAAAWY/26_qDym-QCo/s1600/transcendentalism%2Bquote%2B2%2Btake%2B4.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-TV_0K94vAG4/VLSndcKsHuI/AAAAAAAAAWY/26_qDym-QCo/s1600/transcendentalism%2Bquote%2B2%2Btake%2B4.png" height="117" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Emerson explains why trusting one's own thoughts it good.</td></tr>
</tbody></table>
<br />
<div style="clear: both; text-align: center;">
<a href="http://www.emersoncentral.com/selfreliance.htm" target="_blank">For the rest of "Self-Reliance" click here.</a> </div>
<div style="clear: both; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Formal Citation of text: Emerson, Ralph Waldo. Self Reliance. 1841. Ralph Waldo Emerson Texts. http://www.emersoncentral.com/selfreliance.html. January 12, 2015.</span></div>
<br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-88028834660814308302014-12-09T19:13:00.001-08:002014-12-09T19:13:11.864-08:00Andrew Jackson: For the People or For Himself?<div>
Walk down the street in November and you'll see lawn after lawn full of signs supporting different presidential candidates. Drive along Main St. and you'll see protestors shouting for the candidate they want to win. When the election comes to a close, only one president can win, leaving half of the people unhappy and resentful and the rest overjoyed that their vote won. Just like there is lots of controversy over whether a president is "good for the county" or the "right pick", there is lots of that same controversy with 19th century president Andrew Jackson. Jackson's reputation as the "people's president" is being questioned, so in Honors History 10 we explored this topic to form our own opinions on whether or not this title is deserved. After watching <a href="https://www.youtube.com/watch?v=beN4qE-e5O8&feature=youtu.be" target="_blank">Crash Course</a> and <a href="https://www.youtube.com/watch?v=gx5IyumKmDI&feature=youtu.be" target="_blank">Ted-Ed</a> videos to understand the context and the arguments, we split into groups to analyze 3 different aspects of Jackson's presidency- the Spoils System, the Bank war, and the policy of Indian removal. By analyzing primary sources and using them to create skits and videos, each group shared what they had learned with the class. Collectively, we decided that although Jackson may have been for the American people, he certainly was not for everyone in the sense that he favored his supporters and was brutal towards the native Americans. </div>
<div>
<br /></div>
<div>
To learn more about the Spoils System, check out the Common Craft that my group made!<br />
</div>
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/w43s7fLCuJE" width="560"></iframe><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-75004967751970082172014-12-03T20:31:00.003-08:002014-12-03T20:34:20.634-08:00Our 10th Grade Class is More Democratic Than 19th Century AmericaWhile Mrs.Gallagher was away on a conference for the week, our Honors
History 10 class stayed in touch and used each other as resources to
learn about the Rise of Democracy in 19th century America. In the spirit
of a true democracy, we held a class meeting the day before
Mrs.Gallagher left. Here, we all added our input to decide how we would
learn the curriculum while our teacher was away. The verdict came to
analyzing primary sources and constructing a poster that would answer
the essential question: How should we define democracy? How democratic
was the US in the early 1800s? Mrs. Gallagher set up an entire-class
Google doc where we put our lesson outline and goals for each class. At
the end of every day, 5 or 6 students wrote in detail about our progress
and Mrs. Gallagher responded with questions and suggestions to help us
along. With clear communication between teacher and students, and the
help of technology that allowed us to overcome our distance barrier, our
class analyzed 5 primary sources and formulated our ideas to create
posters about the Rise of Democracy. <br />
<br />
Here is my group's digital poster using Glogster!
<iframe src="http://edu.glogengine.com/view/N772wBPOqXsMbYSh15CH:6jibud8muii98n4ujh54soh" width="960" height="1300" frameborder="0" scrolling="no" marginheight="0" marginwidth="0" style="overflow: hidden;"></iframe>Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-32439481115975786442014-11-24T19:18:00.002-08:002014-11-24T19:18:47.769-08:00Is the US On Track for A Revolution?
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">In class we recently studied an issue that still plagues our
country today—race based inequality. In the United States, a variety of races
are represented and by law are considered “equals”. This means that a black man
should have the same opportunity as a Chinese American girl at making it into
college, and a Mexican American boy should be looked at the same as a white
girl before making an impression. Sadly, this is not always the case, and
neither was it in 18<sup><span style="font-size: x-small;">th</span></sup> century Latin America. In class we studied
the importance of recognizing human value regardless of race by focusing in on
the Latin American Revolutions. We analyzed documents to find that in Latin
America, each race was given a name, for example the whites born in Europe were
called peninsulares, and that the more European blood you had, the more power
you could obtain. The blunder in this social system was that more than half of
the population was of native American or African descent, meaning that they could
easily gang up to remove the white people in power. By breaking off into groups
to study<a href="http://www.edline.net/pages/Reading_HS/Classes/1415_10212103/Unit_2_-_Atlantic_Revolutions/Unit_2_Activity_6_-_Latin_Amer" target="_blank"> Mexico, Gran Columbia, and Brazil,</a> we learned that the driving force
behind most Latin American revolutions was the unequal opportunities given to
each race.<o:p></o:p></span></div>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-fBFhX5ZCvWA/VHPs1xf8bjI/AAAAAAAAAUk/sRDZIEsGPe8/s1600/latin%2Bamer%2Brev%2Bchart.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-fBFhX5ZCvWA/VHPs1xf8bjI/AAAAAAAAAUk/sRDZIEsGPe8/s1600/latin%2Bamer%2Brev%2Bchart.jpg" height="284" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">In class we constructed this chart to represent the percentages of <br />
each race living in 18th century Latin America.</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">After each
group analyzed the revolutions in either Mexico, Gran Columbia, or Brazil, we
all came together to discuss how they were alike and how they differed. </span><span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">It seemed like prior to their
revolutions, each country was dealing with racial inequality which resulted in
the lower classes, typically Native Americans or Africans, revolting against the
whites who had power. Each country also happened to have been colonized by European
countries, which is probably why Europeans were given the most rights, but this
distribution of power proved to fail. Although all three revolutions were
caused by the same underlying issue, the Brazilian revolution seemed to stick
out. The evolutions in Gran Columbia and Mexico both involved brutality and
violence, whereas that of Brazil was rather peaceful. Perhaps this could be related
to the fact that these first two were colonies of Spain, and Brazil a colony of
Portugal. Regardless of their differences, all three of these Latin American
revolutions were fueled by the unfair powers asserted reading to race.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><o:p> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-2qAjlMpk-zY/VHP0M1E34XI/AAAAAAAAAU0/2PcECoOiEQE/s1600/mexico%2Brev%2Btimeline.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-2qAjlMpk-zY/VHP0M1E34XI/AAAAAAAAAU0/2PcECoOiEQE/s1600/mexico%2Brev%2Btimeline.png" height="320" width="227" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is a timeline that we made in class of the Mexican Revolution</td></tr>
</tbody></table>
</o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: "Helvetica",sans-serif; font-size: 10.5pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";">Just like race played a key factor
in the power and opportunities of the 18<sup>th</sup> century people of Latin
America, it still plays a role in the opportunities and treatment of American citizens
today. Although we have laws declaring all humans to be born equal, racial prejudices
often blind Americans into stereotyping and placing false accusations. One well
know case of this is that of <a href="http://www.npr.org/blogs/thetwo-way/2014/11/24/366370100/grand-jury-reaches-decision-in-michael-brown-case" target="_blank">Michael Brown</a>—a Missouri teen shot dead in August
for little more than his being black. Although some argue Brown attacked the
police officer who was forced to shoot him, many witnesses say the officer
simply shot him for walking down the street. In a country where all people are
considered equal, race shouldn’t hinder a person’s social standing, opportunities,
or ability to walk down the street without being shot (!!). the unequal
treatment of different races is still an important issue to consider today because
just like it lead to problems 200 years ago, it leads to even more today. <o:p></o:p></span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-39757423887872967112014-11-22T20:42:00.001-08:002014-11-22T20:42:08.971-08:00Freedom; the Driving Force Behind Everything
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">From grade school, everyone learns the story of civil rights activist,
Martin Luther King Jr.—growing up he faced racial discrimination, and as an adult
he fought to put an end to it. Similar to MLK, 18<sup><span style="font-size: x-small;">th</span></sup> century
liberator of slaves, Toussaint Louverture, faced unfair treatment as a child and
grew up to fight against it as an adult. Louverture spent his childhood as a
slave on the Caribbean island of Hispaniola where he lived under French rule in
Saint Domingue. Soon after Louverture’s owner set him free, word got to Saint
Domingue about the French Revolution, a movement that liberated thousands of French
slaves. Yet regardless of the fact that Saint Domingue belonged to France, its
slaves remained bound. Angered by white refusal to end slavery in Saint Domingue,
Louverture emerged as a leader in the movement to free its slaves. In his efforts
to liberate the slaves of Saint Domingue, Louverture sided with and against French
forces, depending on whether or not they followed in suite with this cause. <span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Toussaint Louverture should be remembered primarily as a liberator
of slaves who, in this pursuit, also took position as ruler of Saint Domingue
and military commander. (Background Essay)<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Toussaint Louverture should be remembered chiefly
for his role as a freer of slaves. In the Timeline of Abolition in Saint Domingue,
it is depicted that Louverture first joins the revolution in 1791, when he leads
troops to fight against France for the abolition of slavery in Saint Domingue. In
1794, when the revolutionary government in France abolishes slavery in all of
its colonies, it says that Louverture stops his revolt against French colonial
troops. This proves that everything Louverture did was in the pursuit of liberating
slaves. When France supports this cause, he sides with them. When France
refuses to free Saint Domingue slaves, he fights against their colonial troops.
After the slaves of Saint Domingue have been freed, Louverture writes a letter
to the French Directory to ensure that this freedom prevails. In this 1797
letter he states “We have known how to confront danger to our liberty, and we
will know how to confront death to preserve it.” What Louverture is saying, is
that he and the people of his island will go to any measure they have to in
order to preserve freedom for all. Louverture should be remembered primarily
for his role as liberator of slaves because that cause is what motivated him to
do everything he did, and freedom for all slaves is the cause he would die for.
(Documents A and B)<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Although he took this position in an effort to
liberate slaves, Toussaint Louverture should also be remembered as ruler of Saint
Domingue. As ruler of Saint Domingue, Louverture states in “The Saint Domingue Constitution
of 1801” that “Servitude is therein forever abolished.” Louverture used his
power as a ruler to ensure that slaves remain liberated. A few months later,
Louverture describes the harsh rules for the people of Saint Domingue and the
consequences that will be enforced upon breaking them in the “Proclamation, 25
November”. Some of these rules include that children must be employed as soon
as they can walk and that anyone who commits seditious libel will be brought
before a military court and punished as suitable. In writing that even young
children must work, Louverture diminishes the need for extra slave help, and by
making seditious libel punishable, he ensures that everyone will do as he says.
Toussaint Louverture should be commemorated for his role as ruler of Saint
Domingue in that he used it to help protect the freedom of the slaves he had
fought to free. (Documents C and D)<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Just as Toussaint Louverture should be
remembered for his role as Ruler of Saint Domingue, he should also be
recognized as a military leader in the pursuit of maintaining the freedom of
slaves. In Madison Smart’s 2007 biography of Louverture she discusses his
response to a revolt against his military whom he had had support and enforce
the use of plantations. Louverture responds by having the leader of the revolt,
his own nephew, executed. Although this is a rather malicious move, it supports
the idea that as a military leader he worked to maintain the liberation of
slaves. Louverture knew that in order to prevent slavery from becoming necessary
again, people would have to work hard on plantations so that enough profits
could be made without the necessity of slave workers. By shutting down a revolt
against this action and by using his own military to enforce that plantation
work be carried out, Louverture worked to keep the people of Saint Domingue
free from slavery. Louverture is also portrayed as a military leader trying to
maintain the abolition of slavery in William Wells Brown’s “A Description of
Toussaint Louverture” from <i style="mso-bidi-font-style: normal;">The Black Man,
His Antecedents, His Genius, and His Achievements</i> (1863). When Louverture realizes
that the French are coming to the port city of Samana to enslave his people, he
orders his generals to abandon the towns and head for the mountains. This is
yet another example of Louverture using his military leadership in an effort to
keep his people free from the wraths of slavery. Louverture should be
commemorated and remembered for his role as a Military Commander who acted
according to his pursuit of freedom for all. (Documents E and F)<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Although Louverture was tricked into a
negotiation meeting where he was taken prisoner and sent to France where he
died in 1803, he was still very influential in leading Saint Domingue to become
free of slavery and eventually break away from France to become Haiti in 1804. Toussaint
Louverture should be remembered mostly for his role as a liberator of slaves who
also ruled Saint Domingue and was a military commander in his efforts to ensure
that the abolition of slavery. </span><o:p></o:p></span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-36024285045652568372014-11-11T20:58:00.000-08:002014-11-11T20:58:47.491-08:00With One Revolution Comes Another
<span style="font-family: Calibri;">Between 1830 and 1848, Europe exploded with outbursts of
revolution all over the continent. With the French Revolution having drawn to a
close a mere 30 years before, countries all over Europe were buzzing with the
idea of revolt and reform. Years later, historians look back at this inspired
frenzy of revolt and deem many of the revolutions as utter failures. In
Mrs.Gallaghers honors history 10 class we decided to form our own opinions on
how successful each outcome was. After constructing our own scale of failure
and success, we split into groups to tackle 5 different 19<sup><span style="font-size: x-small;">th</span></sup> century
European revolutions and formulate our own opinions on them. In our groups, we
read secondary documents and viewed primary sources about our assigned
revolution. We then used the knowledge we had acquired to make our own tests on
each revolution using the app <a href="https://www.surveymonkey.com/?utm_source=adcenter&utm_medium=ppc&utm_term=surveymonkey&utm_network={network}&utm_campaign=p&source={ifsearch:SearchNetwork}{ifcontent:DisplayNetwork}&placement={placement}&cmpid=brand&mkwid=ptVU1HTgg_dc&pcrid=907195213&pmt=p&kw=surveymonkey&pdv=c&cvosrc=ppc.bing.surveymonkey&keyword=surveymonkey&matchtype=e&creative=907195213&orderitemid=7879340172&campaign=Brand_TP_USA_%28RAIS%29&cvo_campaign=Brand_TP_USA_%28RAIS%29&cvo_adgroup=Surveymonkey" target="_blank">#SurveyMonkey</a>, and put these tests into action on
our peers!</span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-vpN2xMLe4Fo/VGLiis8sKsI/AAAAAAAAATA/5OTp5862onE/s1600/success%2Bfailure%2Bhistory%2Bchart.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="https://1.bp.blogspot.com/-vpN2xMLe4Fo/VGLiis8sKsI/AAAAAAAAATA/5OTp5862onE/s320/success%2Bfailure%2Bhistory%2Bchart.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We <a href="https://www.educreations.com/" target="_blank">#educreations</a> to make this failure/ success chart that would be <br />
tool in measuring the results of each revolution.</td></tr>
</tbody></table>
<span style="font-family: Calibri;"><o:p></o:p></span><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-6Y6K5EcJCEs/VGLhON2KBsI/AAAAAAAAASs/bQQ9ZNZMVaE/s1600/survey%2Bmonkey%2B1.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://3.bp.blogspot.com/-6Y6K5EcJCEs/VGLhON2KBsI/AAAAAAAAASs/bQQ9ZNZMVaE/s200/survey%2Bmonkey%2B1.png" width="112" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our Survey Monkey--a few<br />
slip-ups here and there, but <br />
most students seemed to <br />
have a grasp on the information<br />
we were quizzing them on!</td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-fHdKmNfL5XI/VGLhP_nRmZI/AAAAAAAAAS0/JamGlzWx02I/s1600/survey%2Bmonkey%2B2.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://3.bp.blogspot.com/-fHdKmNfL5XI/VGLhP_nRmZI/AAAAAAAAAS0/JamGlzWx02I/s200/survey%2Bmonkey%2B2.png" width="112" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our Survey Monkey-- lots of<br />
successful results!</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">The revolution that my group focused on was that of 1848 in
France. French middle class liberals wanted moderate political reforms, and the
poor working class wanted social and economic change that would allow them to acquire
jobs and provide for themselves. The revolution split into two more or less
segments, the first being in February, and the second in June. During this
first segment, the government catered to the people’s demands and created more
jobs under Louis Felipe. During the so called “June Days”, Louis Felipe abdicated
and workshops shut down, leaving the lower class angry and poor. Again people fought
hard for the reforms and jobs that they wanted, creating barricades to protect
themselves that playwright Victor Hugo describes to be made up of everything
from chairs to roofs. Soon Napoleon III takes over and reinstates the political
institutions that had “raised France to the height of prosperity and grandeur”
50 years earlier, making it almost as if no revolution had ever occurred. As the
end of the day, our group came to the conclusion that the 1848 French
revolution was somewhere at the halfway point between success and failure—nothing
had gotten worse because of it, but no changes, like increased jobs, ad
remained permanent. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<strong><a href="https://www.surveymonkey.com/s/MJMFW6J" target="_blank">Don't forget to check out and take our survey monkey by clicking here!!</a></strong><br />
<strong></strong><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">After each group’s source analysis and survey monkey was
done, we took turns reading documents on each revolution and then taking each other’s
quizzes. In general the results of each revolution seemed to be pretty neutral,
taking in mind that the Decembrist revolt of 1825 was an exception as it was a
complete and utter failure. For example, the French revolution of 1830 was
successful in the sense that townspeople got absolutist king, Charles X, to
abdicate. But new ruler, Louis Felipe favored the bourgeoisie and used policies
that favored the middle class, leaving the lower class still unable to vote.
Another example is Hungary’s 1848 revolution. Hungarian nationalists demanded
an independent government from Austria, an end to serfdom, and a constitution
giving citizens basic rights. After a short period where all of these requests
were met, Austrian troops regained control and took away all reforms that had
been made—it was as if no revolution had ever happened. After learning about
the European revolutions of 1830 and 1848, I think that for the most part they
were neither prosperous nor failures. Most of these revolutions didn’t result
in any formal change, but they did get people thinking about change which would
spark future revolutions to come.<o:p></o:p></span></div>
<br />
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Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-79204749207282555332014-10-31T06:07:00.001-07:002014-10-31T06:07:53.651-07:00Congress of Vienna: How to Not Lose Power AGAIN<div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Every ruler throughout time has had to find a way to maintain their power so they can continue to make an impact. Whether it be by force, acting as a strict monarch as Machiavelli describes in "The Prince", or by acting as a leader that the people like and want to support. In class, we recently studied the Congress of Vienna, a 19th century meeting between the leaders of every great European country. At this meeting, the main topic of discussion was how they would get back their power that had been previously taken from Napoleon Bonaparte, and how they would protect it from threatening forces. In class we analyzed readings and used padlet to collaborate on what decisions and precautions we thought these European leaders should take in order to maintain their power. Towards the end of class, Mrs. Gallagher revealed the decisions that were really made at the Congress of Vienna.</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Check put our use of padlet to learn share our ideas/ opinions about the Congress of Vienna:</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><div class="separator" style="clear: both;"><a href="https://lh5.googleusercontent.com/-EdnReGFPQ7w/VFOJpFlBuEI/AAAAAAAAARU/QDBm_3tO8Xc/s640/blogger-image-1455909897.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh5.googleusercontent.com/-EdnReGFPQ7w/VFOJpFlBuEI/AAAAAAAAARU/QDBm_3tO8Xc/s640/blogger-image-1455909897.jpg"></a></div><br></div><div>At the Congress of Vienna, the reactions of major European powers after defeating the threat of Napoleon formulated into a few concepts, one of them being the prinicipal of legitimacy. This principle stated that people formerly in power would gain back their rights to rule. Klemens Von Metternich, the Austrian monarch who threatened to impose war on Napoleon if he did not give up his conquest, issues the principal of legitimacy because he wants distribution of power to go back to the way it was before Napoleon. Like other European rulers, he establishes his rightful power to rule over his country. By 1815, the Congress of Vienna finished their meetings. As a result, Napoleon was viewed as the enemy, and former European rulers regained their power without threat.</div><div><br></div><div>Although the Congress of Vienna may have been extravagant and long winded, it was important because the powerful people at it made choices that helped them get rid of Napoleon and protect their own power as rulers. With Napoleon on the downfall, leaders at the Congress of Vienna reacted by establishing principles such as that of legitimacy. They felt desperate to protect their power because it had been taken from them for so long, so some of their decisions were a little extreme. One way that these leaders could have reacted that would have resulted better for their people would be by passing laws that they all agreed upon, so that the people wouldn't feel completely dominated by these "legitimate rulers", and would feel like they had a say. I believe that those in power should be willing to sacrifice some of it in order to help their people and do what's best for the general population. Overall the Congress of Vienna resulted in former rulers regaining their power, and Napoleon losing his, but perhaps these rulers could have gained their power back in a way that better took into consideration the opinions of their people.</div><div><br></div><div>To learn more about the congress of Vienna, be sure to check out this interactive map!</div><div>http://www.the-map-as-history.com/demos/tome01/index.php </div><div><div class="separator" style="clear: both;"><a href="https://lh4.googleusercontent.com/-w5iad_dPBbg/VFOJn78ZOrI/AAAAAAAAARM/PGRumrYRcw4/s640/blogger-image-244697595.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh4.googleusercontent.com/-w5iad_dPBbg/VFOJn78ZOrI/AAAAAAAAARM/PGRumrYRcw4/s640/blogger-image-244697595.jpg"></a></div><br></div>Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-644009312086113882014-10-22T20:54:00.002-07:002014-10-22T20:54:15.726-07:00Class Throwdown: 19th Century Ideology<b style="font-weight: normal;"><div dir="ltr" id="docs-internal-guid-b9f58009-3b14-be85-0c6d-0a0016bb9803" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Ideology is the "ideas and manners of thinking characteristic of a group, social class, or individual." In honors history 10, we studied what that lengthy definition really means, and learned about the three major ideologies of the 19th century--conservatism, nationalism, and liberalism. By first brainstorming the modern definitions of these words, we got an idea of what we would be learning about. But as you may guess, these definitions have evolved since 200 years ago. In the spirit of a competitive political debate, the class split into groups to make 1 minute presentations on each 19th century definition of one of these ideologies. Next class we would go head to head and compete to see who had crafted the most creative and informational presentation!</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">My group chose to tackle liberalism-- the revolutionary ideology seeking a government based on merit as opposed to social standing. By making a common craft video, we were able to include this definition along with a few examples of liberalism in action. From watching our video, it can be gathered that liberalism wiped out the old social order of absolute monarchy for a period of time. When Napoleon ruled France and conquered countries like Prussia and Austria, he acted as a liberalist. Napoleon provided education to lower class parties who had never had access in the past, as well as overthrew the French directory. By getting rid of previous power figures and providing education to everyone, Napoleon worked to make France more of a meritocracy, aligning himself with liberal ideals. During his peak, Napoleon acted as a liberalist, but in a few years, conservatists would take over in an attempt to restore Europe’s previous social order. To learn more about liberalism, check out our common craft below!</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In class we watched other students’ videos and skits to collect the definitions of conservatism and nationalism. Through funny chatterpix featuring talking M&Ms acting out nationalism, we learned that this is the ideology associated with a country’s natural unity. Nationalism is what lead established nations like Britain to push for expansion as a whole, and dispersed countries like Germany to seek unity and a native ruler. Next we learned that conservatists value tradition and monarchy from an animated video of Edmund Burke, the “father of conservatism”. In Burke’s book, “Reflections on Revolutions in France”, he reacts the same way most european elites do to the French Revolution, arguing against reform and a new social order. By the end of class I felt like watching and making our quick videos had given me an understanding of all three european 19th century ideologies. All that was left was deciding who had the best presentation!</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><a href="http://kerryhawk02.blogspot.com/" target="_blank">Click here to view some of our class's projects, or to check out Mrs. Gallagher's blog post about them!</a></span></div>
<br /><br /></b><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-28005819345594330822014-10-16T19:11:00.003-07:002014-10-16T19:11:51.767-07:00Why Your Grandmother Isn't Really A Luddite<!--[if gte mso 9]><xml>
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<tr><td style="text-align: center;"><a href="http://www.smithsonianmag.com/history/what-the-luddites-really-fought-against-264412/?no-ist=" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" src="http://4.bp.blogspot.com/-icXUy_9IuTU/VEB6NvQkgZI/AAAAAAAAAQ0/6Vn-tr9cGiE/s1600/luddites%2Bkatie.jpg" height="281" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.smithsonianmag.com/history/what-the-luddites-really-fought-against-264412/?no-ist=" target="_blank">Luddites destroying machines in a textile mill, 1812.</a></td></tr>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">These days, the term “Luddite” is
used to refer to a parent who still uses a walkman, or an aunt who doesn’t know
the difference between an IPod and a desktop computer. But “Luddite” isn’t just
a catchy term for those members of our society who aren’t prone to technology; Luddites
were a group of 20<sup>th</sup> century artisans against the misuse of
technology during the Industrial Revolution. When new machines were invented
and cotton mills sprung up everywhere, artisans lost their customers and
thousands of people were forced to take up the poor quality of life that comes
with working at a mill. Luddites tried to stop the negative impact that new
factories were causing by attacking and destroying them. Following their
mythical leader, “Ludd”, they bashed new machines until they were damaged
beyond repair. With their destructive behavior and violent threats, Luddites affected
the lives of every class of people. Below is a mock letter written from a
skilled weaver during the Industrial Revolution that shows how he may have felt
about the Luddites:</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"><br /></span></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Dear Cousin,</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">You’ll never believe the sites I have
witnessed or the experiences I have been a part of over the last few years.
Ugly factories have gone up all throughout my once beautiful country of
England. Our cities have become overpopulated with mill workers, and colored
brown by the pollution they make in their work. Worse even, I have lost
significant business with the rise of textile factories that produce a thousand
cloths in the time it takes me to weave one by hand. But I’m not the only one
taking the hit from technological advances. Other artisans have trouble finding
customers, and mill employees work long, tiring hours for hardly any pay. It
seems the whole of England is suffering from the new factories that have taken
over—all except the greedy mill owners who pocket all the money we lose in this
corrupt system! </span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Thankfully, I’m not the only one who
wants to put a stop to misused technology. An intimidating group called the
Luddites has been wrecking machines at nearby factories, and it is rumored that
they have more up their sleeves. I don’t want to start trouble, but I don’t
like the direction our country is headed. In support of the Luddites cause, I plan
to join them on their next attack. Getting rid of England’s factory system will
benefit us all!</span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Sincerely,</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Kevin </span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-20717976143069630922014-10-15T17:47:00.001-07:002014-10-15T17:47:11.889-07:00Napoleon: Tyrant, Hero, or Both?<!--[if gte mso 9]><xml>
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Born over 200 years ago, Napoleon Bonaparte it still thought
of a one of Europe’s most influential leaders today. As a French monarch, he
lead a military dictatorship that conquered more than 12 important cities and
countries, including Moscow and Berlin—major European cities. Although
remembered as a tyrant, Napoleon made a positive impact on Europe’s social, economic,
and political systems.</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://public.gettysburg.edu/~tshannon/hist106web/site21/napoleon%20web%20page.htm" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" src="http://public.gettysburg.edu/~tshannon/hist106web/site21/napoleon%20map.bmp" height="248" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://public.gettysburg.edu/~tshannon/hist106web/site21/napoleon%20web%20page.htm" target="_blank">A map of the land conquered by Napoleon and the countries in alliance with him.</a></td></tr>
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During his reign of power, Napoleon completely changed the
social structure of Europe. One of the major ways he did this was by establishing
a meritocracy in which people were given jobs based on skill rather than
status. This, in a sense, limited the importance of titles or wealth, because roles
in society were no longer determined by these factors. Napoleon also abolished
serfdom and nobility, pleasing the poor but making nobility angry, like Madame
de Stael. <span style="mso-spacerun: yes;"> </span>In her opinion, Napoleon
treated dignity, virtue, and religion as “the eternal enemies of the continent.”
A less well-off citizen likely would have spoken of Napoleon differently, praising
him for giving everyone rights to education and equalizing the social classes. By
his defeat at Waterloo in 1815, Napoleon had made Europe’s social order easier
to climb and less harsh towards the poor. </div>
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Just like Europe’s social structure was impacted by
Napoleon, so was its economic systems. During his reign, Napoleon established
the bank of France and balanced its budget for the first time.<span style="mso-spacerun: yes;"> </span>He also controlled prices and encouraged
industry throughout Europe by building roads and canals that made trade easier.
Although Italy took a hit when stole their money, for the most part Europe benefited
economically from Napoleon because he got industry going. </div>
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Perhaps even greater than napoleon’s impact on Europe’s
social and economic systems, was the difference he made politically. Napoleon
was eager to conquer as much territory as possible, and as stated by 37 year
old Ida M. Tarbell in France’s <u>McClure's Magazine</u>, “the whole tendency
of his civil and military system was to concentrate power in a single pair of
hands.” In an effort to accomplish this, Napoleon forced men to fight under his
control. He ended up extremely successful, and military members like Marshal Michel
Ney worshiped him as their rightful “sovereign” because they benefited from
his military success. Although church and nobility suffered reduced power by
being forced to follow the Napoleonic code, average men were finally given a
chance at success and recognition by fighting for Napoleon. </div>
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Up until he was defeated from his position as French emperor
in 1815, Napoleon worked to improve Europe’s social structure, economy, and
political system. He equalized social classes, enabled industry growth, and raised
the status of a working soldier by acting as a successful military leader. </div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-46293940600654373172014-10-09T19:59:00.003-07:002014-10-09T19:59:21.061-07:00Chocunism- The Study of Marx and Smith By Eating Chocolate
<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Early
on a <span class="aqj"><span data-term="goog_1127000632" tabindex="0">Monday</span></span>
morning, 25 sleepy teenagers walked into Honors History 10 and immediately perked
up at the smell of Hershey chocolate. Our eyes all widened as Mrs.
Gallagher dropped 8 chocolate kisses on the first student’s desk and announced
that we would get to eat our share at the end of the class. But when she
proceeded to give only 2 kisses to the rest of us, cries rang out. “Why does
Brian get more?” shouted one student. “Yeah, that’s no fair!” backed up the rest
of the class. It was here that Mrs. Gallagher jumped in and explained that we
would be acting out Karl Marx’s Theory of Communism by using chocolate as “money”,
and playing games of ‘rock, paper, scissors’ to mimic trade and commerce.<br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
</span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Karl Marx and Adam Smith
were both philosophers in the late 1700s who saw the sharp divide between Great
Britain’s rich and poor. Each came up with a different theory on how the poor
could improve their wealth and general living. By progressing from capitalism,
to socialism, to communism, our class reenacted Karl Marx's ideal theory of
communism. Marx saw that when a country practices capitalism, giving citizens
the right to private ownership of industry and competition, major class
struggle develops. Most people end up dirt poor, like the “chocolate-less”, and
only a few people end up fifthly rich. According to Marx’s theory, eventually
the lower classes of a country will revolt and adopt the policy of socialism. In
socialism, a country’s government will collect and redistribute goods to
everyone equally, just like Ms. Gallagher eventually did in class. This creates
a classless society where the majority doesn’t want to risk their chances of
becoming poor again, and so the country eventually becomes communist. At this
point, Marx says that government is no longer necessary because the classless
society will willingly share everything in order to maintain equality. But Marx
wasn't the only philosopher with a theory to help the poor. A few years before
him, Adam Smith came up with the "Invisible Hand". This theory said
that if citizens of a country are left alone to trade and compete, they will
operate based on their own self-interest, causing fair businesses to succeed
and the rest to fail. Business owners will realize that it is necessary to pay
their employees higher wages so that they can afford to become customers in
turn. Although this will take a LONG time and cause suffering along the way,
the theory states that eventually the economy will grow on its own so that there
is no sharp divide between rich and poor. Both Marx and Smith saw the harsh difference
between the few rich people in Europe during the late 1700s, and the thousands
of poor, hungry, poverty stricken people. Each philosopher devised a theory that
he believed would best help the poor to eventually emerge from poverty. </span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"></span> </div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">For more on Marx and his Theory of Communism, check out BIO's video on YouTube!</span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/16IMc5mhbZk?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"></span> </div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span> </div>
For a brief overview of Smith's "Invisible Hand", watch this video clip by ouLearn on YouTube!<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ulyVXa-u4wE?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After reenacting Marx’s theory and learning about Smith’s, I feel torn when
asked to choose which one best solves the problem of widespread poverty. Both theories
sound good on paper, but neither has ever been known to work or occur in their
pure form, so it’s hard to say if either will ever be successful. Marx’s theory
results in communism, which has been practiced in countries like China and
Russia. Although all classes are equal, the people who inhabit these countries
are said to live very dreary and unhopeful lives because everyone is “the same”.
Smith’s “Invisible Hand” theory also has its downfalls. Although the end result
sounds more ideal than communism, it takes a very long period of struggle for
his theory to be complete. Both Marx’s and Smith’s ideas aren’t perfect, and I feel
like a better alternative is to combine the two. The invisible hand will take
too long to work itself out, but its result is ideal. Perhaps some of Marx’s
ideas, like a government to give guidance and support to the general
population, could be incorporated to speed up the process. Marx and Smith both
had good ideas for helping lower classes rise out of poverty, and by combining
and tweaking them, they could work in reality. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><o:p> </o:p></span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-32753892737046374912014-10-05T20:35:00.001-07:002014-10-05T20:35:48.750-07:00Farmers, to Mill Girls, to Activists<b style="font-weight: normal;"></b><div dir="ltr" id="docs-internal-guid-9480d5e0-e35f-afa1-5de7-8b8f77302c6f" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<b style="font-weight: normal;"> </b></div>
<b style="font-weight: normal;">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span id="docs-internal-guid-9480d5e0-e360-981e-ff9f-fbd1de993d3c" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This past week in Honors History 10 we’ve brought our study of the Industrial Revolution back home, as we discussed the Lowell Mills, just a 20 minute drive away. Just like in England, these mills featured new machines and an up and coming textile industry, but that wasn't all that was revolutionary about them. For the first time ever, women began working outside of their homes, leaving their family’s farms</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, and making a salary. During the industrial revolution, thousands of young American girls were sent to the Lowell mills to earn money for their families, and make their own living.</span></div>
</span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When the Lowell mills took off in the 1800s, young girls were the perfect employees for two reasons. Number 1: women and girls were considered less valuable than men, so their labor would be cheaper. And number 2: women were used to taking orders from men, so they would do what they were told. The only problem, was convincing the girls to come and work.</span></div>
<br /><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">To encourage girls to leave their family farms and work in Lowell, mill owners had to make the mills sound very enticing. In the video <a href="http://ashp.cuny.edu/ashp-documentaries/daughters-of-free-men/" target="_blank">“Daughters of Free Men”,</a> a man comes to Lucy Hall’s house and describes the mills as a great opportunity in an effort to recruit her. Hall ends up moving to Lowell and working there after he tells her how the mills are more of an “academy” than a workplace. </span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-l77W1CIgZdc/VDIFDJWK8BI/AAAAAAAAAPo/e9aX69Yq1Js/s1600/industrial%2Brev%2Bgirls%2Bin%2Blowell%2Bmills.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-l77W1CIgZdc/VDIFDJWK8BI/AAAAAAAAAPo/e9aX69Yq1Js/s1600/industrial%2Brev%2Bgirls%2Bin%2Blowell%2Bmills.png" height="320" width="254" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Young girl leaves farm to work in Lowell.<br />
Family is sad to see her go, but she is hopeful for a better life.</td></tr>
</tbody></table>
<br /><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Like Hall, many other girls moved to Lowell after hearing about things like its “paternal system”, and effort to maintain morality. But most of the girls were let down when they arrived. No boarding house keeper could comfort them when their wages got cut, and as for morals, they all disappeared when the workers held loud, unladylike protests against their unfair treatment. </span></div>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Although girls suffered tough living conditions, and had to give up living with their families at a young age, their work at the mills has gotten us women where we are today. For those original mill workers, there was little benefit to their employment. But that first taste of independence that girls got by working in the mills away from their families, and finally being able to earn their own pay, is what would later motivate many of them to later become womens rights activists. Yes pay was low, living was uncomfortable, and women were treated poorly as workers in the Lowell mills. But, if it weren't for the Lowell mills, we could still be living in a world with even more male dominance in the workforce.</span></b><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-6608152704886712532014-09-28T19:00:00.001-07:002014-09-28T19:02:38.887-07:00Cotton Mills in the Classroom<b style="font-weight: normal;"></b><br />
<div dir="ltr" id="docs-internal-guid-2ce47c05-bf1c-0b2c-8484-2232546ec0cf" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<b style="font-weight: normal;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A few days ago my Honors History 10 class had the pleasure of taking a trip to England, all while sitting in our classroom. What we did was have a live video chat with Jamie, a museum curator at Manchester, England’s <a href="http://www.mosi.org.uk/explore-mosi/explore-galleries/textiles-gallery.aspx" target="_blank">Museum of Science and Industry</a>. Since our class is studying the industrial revolution, Jamie focused on machinery invented and used in textile and cotton mills during that era. But before we got to have this talk, we had to get prepared. For the few days leading up to our discussion, we spent our class time searching around on the MOSI textiles gallery site, learning vocab that is used in the textile industry (ie. slubbing: to twist wool in preparation for spinning), and coming up with questions for our chat. </span></b><br />
</div>
<b style="font-weight: normal;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-w6UjqAWPxUs/VCi8qvNHZ2I/AAAAAAAAAPY/iNo8rZFOdKQ/s1600/mosi%2Bhangout%2B2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-w6UjqAWPxUs/VCi8qvNHZ2I/AAAAAAAAAPY/iNo8rZFOdKQ/s1600/mosi%2Bhangout%2B2.jpg" height="304" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Jamie showing us some machinery!</td></tr>
</tbody></table>
<br />
</b><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<b style="font-weight: normal;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When Jamie just popped up onto our class smart board, it was so cool. We could see all the machinery he pointed out, and ask him all kinds of questions- it was just like he was right there in the room with us. First we got a run down of the evolution of textile making. It all started with the handloom, a machine people used in their homes to create cloth. We got to see one up close from the 1830s! Next came the water loom, and later the steam powered loom. With these inventions, cloth making shifted from in-home work to factory work that took over England's economy. When a question about working and living conditions arose, Jamie laughed at the thought, exclaiming, “Health and safety didn’t exist in the factory system!” He then proceeded to give us detailed description of the brutal and unhealthy factory conditions, where arthritis and scoliosis were minor ailments compared to the limbs that women and kids lost in machinery. </span></b><br />
<b style="font-weight: normal;"> </b></div>
<b style="font-weight: normal;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-67PgUj7dJkg/VCi8lwJiKmI/AAAAAAAAAPU/rru_pl-4Q3g/s1600/mosi%2Bhangout%2B1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-67PgUj7dJkg/VCi8lwJiKmI/AAAAAAAAAPU/rru_pl-4Q3g/s1600/mosi%2Bhangout%2B1.jpg" height="320" width="303" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">An old drawing of factory workers that Jamie showed the class.</td></tr>
</tbody></table>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When the class signed out of our chat with Jamie, I felt like I had just visited a real museum where I’d gotten to view the looms up close, and ask all the questions I wanted. It seemed that whatever question we had, Jamie had the answer and was ready to tell it to us. I only wish that we had actually been in the museum with him so I could get a closer, more detailed look at the machines. But, hey, for $1000 and a plane ride less, our video chat worked pretty well. I hope that we get to do more of these chats throughout the year with all kinds of experts around the world, because it was great to learn from someone who specializes in our current curriculum… and hear the British accent!</span></b><br />Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-51949576631470550142014-09-18T20:47:00.002-07:002014-09-18T20:53:38.936-07:00The Industrial Revolution: A Blessing or A Curse?<br />
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This past week Honors History 10 turned a section of RMHS
into a museum, as we built exhibits featuring different aspects of the
Industrial Revolution, and displayed them down the hallway. Each group of 5
took on a topic relating to the Industrial Revolution, so my group dove into learning about the pollution created by factories and machinery. We began
with 6 sources, and analyzed them to find the author, their motivation to
create the source, date, and location. From this we were able to draw main
points, which made it easier later when we had to write blurbs about each
source. When we were done, our exhibit consisted of a poster connecting a map
of 19th century England, a depiction of a Victorian slum, a drawing
of run-down Manchester, observations on the dirty River Thymes, and differing views about the Industrial Revolution. The main argument of our poster was that although the Industrial Revolution was beneficial in the sense that new inventions and innovations took place, it also caused a massive amount of pollution which brought down the quality of living for inhabitants to England. We titled our exhibit “Pollution of the Revolution” not only because it’s a clever rhyme, but because it follows how the Industrial Revolution caused so much pollution, and how that pollution affected everyone. </div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-zGt2msiWpTg/VBumH9Yh8LI/AAAAAAAAAN8/RRbnW3Ehg80/s1600/industrial%2Brev%2B5.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-zGt2msiWpTg/VBumH9Yh8LI/AAAAAAAAAN8/RRbnW3Ehg80/s1600/industrial%2Brev%2B5.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A close up from my group's exhibit, Pollution of the Revolution.</td></tr>
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<o:p></o:p> <span style="mso-spacerun: yes;"> </span>When museum goers stop in at our exhibit, the
major point that they should take away is that although the Industrial
Revolution was the source of many technological advances, it also caused excess
pollution that made every day English life filthy, unsanitary, and depressing. </div>
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<h4 class="MsoNormal" style="margin: 0in 0in 8pt;">
Other exhibits and aspects of the Industrial Revolution:</h4>
<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="clear: left; float: left; margin-bottom: 1em;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-5sNnUoEhIsw/VBugGqqPAYI/AAAAAAAAANc/g0mRKUnJysI/s1600/industrial%2Brev%2B1.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-5sNnUoEhIsw/VBugGqqPAYI/AAAAAAAAANc/g0mRKUnJysI/s1600/industrial%2Brev%2B1.jpg" height="200" width="140" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;">Group A:Spinning A City</span></td></tr>
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<span style="font-family: inherit;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: inherit;">During the Industrial Revolution the spinning jenny and British
handloom were invented, which increased the amount of wool that could be made. Textile
mills became popular and offered lots of jobs in London, so people moved there
and the population rapidly grew.</span></div>
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</div>
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</div>
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</div>
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</span><br />
<span style="font-family: inherit;">
</span><br />
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-BiEiATIXLMI/VBuh2kmZ5GI/AAAAAAAAANk/LrinyfooNTE/s1600/industrial%2Brev%2B2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" src="http://1.bp.blogspot.com/-BiEiATIXLMI/VBuh2kmZ5GI/AAAAAAAAANk/LrinyfooNTE/s1600/industrial%2Brev%2B2.jpg" height="120" width="200" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">Group B: Steam Powered Transportation: </span><br />
<span style="font-family: inherit; font-size: small;">Now We're Getting Somewhere</span></td></tr>
</tbody></table>
<span style="font-family: inherit; font-size: 10.5pt; line-height: 107%;"></span><br />
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<span style="font-family: "Helvetica","sans-serif"; font-size: 10.5pt; line-height: 107%;"><span style="font-family: "Times New Roman","serif"; line-height: 107%;"><span style="font-family: inherit;"><span data-mce-style="line-height: 107%; font-family: 'Times New Roman','serif'; font-size: 10.5pt;" style="font-family: "Times New Roman","serif"; line-height: 107%;"><span style="font-size: small;"><span data-mce-style="font-family: inherit;" style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;">With the invention of the steam engine, power boats and trains came along and provided more efficient transportation. Although a select few disliked the steam engine because it disrupted nature, a large percent of the population liked it because it connected people</span>.</span> </span></span></span></span></span></span></div>
<span style="font-family: "Helvetica","sans-serif"; font-size: 10.5pt; line-height: 107%;">
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<span style="font-family: "Helvetica","sans-serif"; font-size: 10.5pt; line-height: 107%;"><span style="font-family: Times New Roman; font-size: small;">
</span></span></div>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-t0RECJXvGAE/VBujc3WpBmI/AAAAAAAAAN0/s-y03DCZWzM/s1600/industrial%2Brev%2B3.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-t0RECJXvGAE/VBujc3WpBmI/AAAAAAAAAN0/s-y03DCZWzM/s1600/industrial%2Brev%2B3.jpg" height="165" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Group D: Condemning the Innocent<br />
</td></tr>
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<br />
<br />
Children and women worked in mines, in factories, and as bobbin girls. They had to work overtime, barefoot, and did strenuous labor, all in order to support their families.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-CjkYOkQmEpM/VBujawlioFI/AAAAAAAAANs/gBL6v6KQnUY/s1600/industrial%2Brev%2B4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-CjkYOkQmEpM/VBujawlioFI/AAAAAAAAANs/gBL6v6KQnUY/s1600/industrial%2Brev%2B4.jpg" height="138" width="200" /></a>The amount of slaves in the US skyrocketed after the start of the Industrial Revolution. This is because as more textile mills were built, the number of slaves had to increase to meet the demands of the cotton industry.</div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-35920635421729716232014-09-11T19:29:00.000-07:002014-09-11T19:29:01.005-07:00From Iron, to Engines, to Travelling the World<!--[if gte mso 9]><xml>
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<span style="font-family: inherit;"><span class="oneclick-link">Defined as “radically</span> <span class="oneclick-link">new</span> <span class="oneclick-link">or</span> <span class="oneclick-link">innovative;</span> <span class="oneclick-link">outside</span>
<span class="oneclick-link">or</span> <span class="oneclick-link">beyond</span> <span class="oneclick-link">established</span> <span class="oneclick-link">procedure,</span>
<span class="oneclick-link">principles,</span> <span class="oneclick-link">etc.” in
Webster’s dictionary, the word ‘revolutionary’ sums up the Industrial
Revolution which took place during the 18<sup>th</sup> and 19<sup>th</sup>
centuries. In history class we recently studied some of these advancements.
Broken up into groups, the class worked on analyzing some of the most important
improvements and inventions made during this period of time. After class
presentations and group discussions, two areas that stuck out as especially
important are innovations in transportation and technology.</span></span></div>
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<br /></div>
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<span style="font-family: inherit;">In the field of technology, one of the most revolutionary advancements
was that of improved iron. Iron was starting to become a vital material, as it
was used to help build many 18<sup>th</sup> and 19<sup>th</sup> century
inventions, but there were a few problems with it. Darby discovered that coal
had been giving off impurities damaging the iron that it was used to heat. To
improve the quality of iron, he found a way to remove these impurities from
coal. This advancement led to less expensive iron, which was vital, as so much
of it was needed for the construction of other inventions, such as machines and
steam engines. </span></div>
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<span style="font-family: inherit;">The improvement of materials like iron thus led to that of
new machinery used for transportation. Improved on by Watts in 1781, the steam
engine was made of iron and used to power vehicles. In past years, train tracks
had to be built along bodies of water so that trains could be pulled by barges.
But when the steam engine became popular, it enabled transportation to take
place almost anywhere. Crossing open country land became possible, allowing
people to visit relatives, travel, move house, and spread news more quickly
than in the past. With the invention of the steam engine, steam powered boats
no longer depended on the weather. This allowed resources to be shipped more
quickly between continents, and communication between countries to grow. </span></div>
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<tr><td style="text-align: center;"><a href="http://www.cottontimes.co.uk/cottonpix/watt%2010hp%20engine.gif" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.cottontimes.co.uk/cottonpix/watt%2010hp%20engine.gif" height="271" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Watt's Steam Engine, <a href="http://www.cottontimes.co.uk/watto.htm">http://www.cottontimes.co.uk/watto.htm</a></td></tr>
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<span style="font-family: inherit;">The Industrial Revolution wasn’t just about shiny new things
or fancy machines; it helped broaden communication and transportation
throughout the world. Advancements in technology, like higher quality and
cheaper iron, led to the invention and improvement of the steam engine, which
made transportation faster and easier. </span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com0tag:blogger.com,1999:blog-2912252748452268116.post-34913217129856230792014-09-07T13:20:00.002-07:002014-09-07T13:27:02.333-07:00How to Find What Your Looking For in Under an Hour<br />
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<span style="font-family: inherit;">Day 3 of history class began the way you might expect a Saturday
night to start out- 6 teenagers sitting around a TV, all on their cellphones
and iPads. <span style="mso-spacerun: yes;"> </span>But instead of scrolling
through our twitter feeds or checking up on the latest magcon viners, we used
all this technology to learn about online research and responsibility.<o:p></o:p></span></div>
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<span style="font-family: Calibri;"><span style="font-family: inherit;">First we started off with a site sponsored by google, called
<a href="http://www.agoogleaday.com/#game=started" target="_blank">A Google A Day</a>. The way it works is you get asked a question, and then you have
to use a google search engine to find the answer. Easy, right? Wrong. The
questions being asked were things like, “An 11-foot bird lives less than two miles
from 30.891383,-102.885032. What's his name?” Simply typing that into the
search engine would get you nowhere. Instead we had to think up different ways
to search, like going on google maps and finding the location provided, or
looking up what kind of bird is 11 feet tall. Competing with our classmates to
see who could find all the answers first felt like a treasure hunt- each type
of search held different clues, each one leading us closer or further from the
answer. Although it could get frustrating trying from all different angles, and
still being empty handed after 15 minutes, A Google A Day taught us all a lot
about researching. You don’t always find things on the first try, but that doesn’t
mean you</span> </span><span style="font-family: inherit;">won’t find the information you are looking for. Searching key ideas
and words can lead you closer to information, and with enough time spent and
creative ideas; you will find what you are looking for. <o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.uft.org/files/imagecache/article_2_339x222/photo/octopus-paxarbolis-1.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://www.uft.org/files/imagecache/article_2_339x222/photo/octopus-paxarbolis-1.jpg" height="208" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Pacific Northwest Tree Octopus Site", <br />
<a href="http://www.uft.org/linking-learning/octopus-paxarbolis-developing-information-literacy">http://www.uft.org/linking-learning/octopus-paxarbolis-developing-information-literacy</a></td></tr>
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<span style="font-family: inherit;">Once you do find a site or article that appears to house the
information you want, you first need to ask a few questions- How accurate,
reliable, and authentic is this site and information? For a site to be all of
these it must be what it says it is, come from<span style="mso-spacerun: yes;">
</span>a person who is trusted and has the necessary qualifications for the
information they are publishing to be valid (ie. a degree in that field), and
it must be recently updated to ensure that the information is up to date. Sometimes
a site may appear to be all of these things, but in reality is the opposite.
One example of this is the <a href="http://zapatopi.net/treeoctopus/" target="_blank">Pacific Northwest Tree Octopus</a> website. Of course a
tree octopus isn’t a real animal; the name is practically an oxymoron! But the website
looks so real that teachers often use it to test their students on their
research skills, and ability to judge a website. Take a closer look and you’ll
realize that it’s all a hoax. Just by googling the author, Lyle Zapato,
information stating that the site is a joke pops up. Next look at the site url,
it doesn’t end in edu, for education, or org, for organization, but instead
net, which stands for network. This shows that the site is not made for
educational purposes, so it’s not wise to cite it as a source of accurate
information. <o:p></o:p></span></div>
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<span style="font-family: inherit;">After an hour of class time spent scouring the internet for
hidden answers to tricky questions, and coming to the realization that websites
aren’t always what they seem to be, class came to a close. What started out as
a group of teenagers sitting around a TV on their iPhones, had turned into a well-educated
group of young adults, now possessing the knowledge to research anything
online, better prepared and more efficient than an hour earlier.<o:p></o:p></span></div>
Katherine Squireshttp://www.blogger.com/profile/08095847440915796314noreply@blogger.com4