Welcome to the Big Leagues #4

Today in class we viewed our fellow classmates presentations.  This included a Google presentation,  videoliciuous,  and surveys. Throughout the week we viewed 5 other groups presentations.

One of the groups we learned about was Immigration from Europe to America. This topic taught me that Immigrants came to America through Ellis Island, the Golden Door and many other ports.  We learned how many of these immigrants had to go through test that were often degrading and humiliating. Once they got into America they foyer settled in ghettos to protect themselves from the Americans.  The Americans were cruel to the immigrants because they believed that the immigrants were of a lower class. They were also cruel because they felt the immigrants took their jobs.  They felt that a immigrant shouldn't get a job over a citizen born in America. Henry Ford and other journalist published papers against Jews, and soon after a law was passed restricting Jew's rights. This shows how his power influenced the lives of immigrants.

Another presentation I viewed was a groups report on Immigration from Asia to America. Thousands of immigrants from Japan and China entered the United States. Even though they were able to enter the United States they still had to conquer many difficulties. Upon arrival in America, they were forced through immigration centers, with strict, and sometimes obscure tests to determine someone's fitness for citizenship. In order to control the immigrants the government passed a law disallowing immigrants from owning land, this created many problems for the immigrants in the state's.

The third group I am going to talk about presented a the topic European Imperialism. I learned that Europe saw their chance to go into Africa and try and benefit from their goods. King Leopold was one of the figures that had a major part in it. He saw how valuable rubber was and decided that he was going to try and make a profit off of it. Leopold terrorized the workers in Africa to amaze sure they didn't revolt.  Throughout these events European countries were abusing the African countries and they had all the power.

The fourth topic that was presented was Native Americans and the west. I learned that the American government bullied the Natives Americans and forced them to move. The Natives who had once lived on prosperous farm land had no choice but to move to what was usually a place with terrible living conditions. The US government did a terrible thing by making the Native Americans walk almost 400 miles to their new home. The Us government showed how not only the power they have, influenced others lives.

The final topic I learned about was American Imperialism. Since the economy in America was so good in the 1800s, they had a lot of power, but of course they needed more. America began to look for other countries to control so they could profit from them. This led o the Spanish American war, in which America won. This gave them control of Cuba and the Philippines . This presentation tied in all the factors of people places and power because the imperialism aspect relates to the people and power and Cuba and the Philippines relate to places. Imperialism is when a more powerful country abuses a smaller one for its resources. Cuba and the Philippines relates to the topic places because the US was going to control them for their unique resources.

Thanks to all the groups I was able to get a clear view of all of the topics which were entwined in each presentation so nicely.

Welcome to the Big Leagues #3

This week in Mrs.  Gallagher's class we worked in groups of our projects.  This had a great effected my views of my topic of Labor vs Big Business.  One way it effected my view  was my group members brought new ideas and new perspectives to the table that I had not thought about.  Another way my group members expanded my understanding of my topic was each of us had different Enduring Understandings,   giving us all a deeper insight into the topic.  Also having group members allowed my group to nattiw down our key Terms so that we only had the terns that are most significant to our topic. Finally having group members allowed for us to collaborate and discuss our different opinions on things like Key Terms and Enduring Understandings,  for example in my group we argued a lot over what we should use for our Enduring Understandings.  Whether or not to include information about the inventions of the time or to go into more depth of the economic scale and consolidation aspect of the topic.  All in all having group members was very helpful and it expanded my knowledge of the topic Labor vs Big Business.

To utilize  technology in this week's class we used an app called videolicious. This app allowed us to record our own voices over our pictures.  This deepend not only our understanding,  but also anyone who watches it.  It deepens both ours and theirs because the viewer isn't just looking at a wall of text but also a primary source image that goes along with the topic. Using this app deepend our understanding of the topic because videolicious brought the whole project together and showed all the aspects of the enduring Understandings.  All in all the videolicious had a great impact on both the creator and viewer.

Welcome to the Big Leagues #2

To continue on with my research of Labor vs. Big Business in history we looked into primary sources relating to each of our topics. The primary source for Labor vs Big Business is http://ftp.learner.org/courses/amerhistory/interactives/sources/E5/e1/event.php. This website gave several different articles from old newspapers talking about the Homestead revolt and how both the strikers and the government responded to each other and the results of each conflict. Among these articles were poems and songs explaining the feelings and attitude.

Key Terms:

Andrew Carnegie: embraced the concept "money could make money". Had an eye for recognizing a good investment.
America: Pathways to the Present, 467


Robber barons: used to describe the powerful industrialists who established large businesses in the late 1800's.
America: Pathways to the Present, 468


Rockefeller: Formed the standard oil company in 1870
America: Pathways to the Present, 468

Social Darwinism: wealthy were most valuable group in society. Argued that Society should interfere with competition as little as possible. Argued that society would benefit from the success of the fit and weeding out.
America: Pathways to the Present, 469

Larger pools of capital: entrepreneurs had to invest huge amounts of money and barrow money from investors
America: Pathways to the Present, 469

Oligopoly: industries run by only a few large, profitable firms.
America: Pathways to the Present, 470

Monopoly: complete control of a product or service.
America: Pathways to the Present, 470

Cartel: loose association of business that make the same product.
America: Pathways to the Present, 470

Consolidation: gaining control of the many different businesses that make up all the phases of a products development.
America: Pathways to the Present, 471

Horizontal Consolidation: involves bringing together many firms in the same business.
America: Pathways to the Present, 471

Sherman Antitrust Act: outlawed any combination of companies that restrained interstate trade or commerce.
America: Pathways to the Present, 471

Piecework: workers received a fixed amount for each finished piece they produced. Forced workers to work fast and efficient.
America: Pathways to the Present, 474

Sweatshop: the place where most piecework occurred. Where workers worked long hours at low wages.
America: Pathways to the Present, 474

Frederick Winslow Taylor: set out to improve worker efficiency in steel plants and therefore increase profits.
America: Pathways to the Present, 474

Division of Labor: factory workers performed one small task over and over to improve efficiency.
factory workers were ruled by the clock, discipline in the factories was strict. Often fined and fired workers for being late or talking.
America: Pathways to the Present, 474

Socialism: an idea that some were drawn too in this time, system that favors public instead of private control of the means of production. Wealthy saw it as a threat to their fortunes.
America: Pathways to the Present, 477

Labor Unions: organizing among workers in certain trades, helped members in bad times. Called for shorter workdays, higher wages and better working conditions.
America: Pathways to the Present, 478

Collective Bargaining: a prices that some Labor Unions used, process where workers negotiated as a group with employers. Workers acting as a group had more power than a single worker acting alone.
America: Pathways to the Present, 478

Pinkerton:  Pinkerton is a provider of risk management services and solutions for organizations throughout the world. Pinkerton was payed to protect the Homestead Mills. 
Primary Sources

 Henry Clay Frick: a man known for his enmity to labour. Frick was also the owner of extensive coke-fields, where unions were prohibited and the workers were ruled with an iron hand.

Enduring Understanding
If you were unable to combine companies with another person it would be very hard to succeed.

•  Carnegie trust was able to vertically consolidate and charge less for the product because they did not have to pay for any of the phases of production.
•  Carnegie was able to buy the other phases of production with the large capital they have. 
•  This allowed them to lower the prices of their product making it impossible for a smaller company to compete. The big start up cost also allowed for very few who entered the business  to make a profit. If a company didn't combine with another company  it would have trouble making a profit because it has such a small capital. 

Enduring Understanding 2
Big business men often betrayed the public if it meant more money.

• Robber Barons drained the country of its natural resources and bribed public officials and also drove competitors out of town.  
•  Big businessmen often had a Monopoly, which is complete control of a product or service.
•  Or formed a Cartel which is loose association of business that make the same product, so they could keep the prices high.  
•  Sweatshops are  where most piecework occurred. Where workers worked long hours at low wages.
• In fact, he would not recognize the union at all. He would not treat with the employees collectively, as before. He would close the mills, and the men might consider themselves discharged. Thereafter they would have to apply for work individually, and the pay would be arranged with every worker separately. Frick curtly refused the peace advances of the workers' organization, declaring that there was "nothing to arbitrate." Presently the mills were closed. "Not a strike, but a lockout," Frick announced. It was an open declaration of war.

-Emma Goldman

Enduring Understanding 3

In order to fight the cruel men of the industry, or robber barons if you will workers went on strike in hopes of getting what they deserved. In the Homstead Strike's case it would be to save their jobs. This source showed how import the job was. 

• "At 12 o'clock last night every department of the immense Carnegie steel works at Homestead was shut down, throwing about 3,800 men out of employment...It has been the custom of the Carnegies, and all other mills, to discharge their men on the night of the expiration of the yearly contract. The men had declared positively that they would strike at the date of the expiration of the yearly contract. "

-Pittsburgh Post

• 
  

-G.A. Davis, from a sketch by C. Upham.

Description:

This illustration graphically depicts the rage and frustration vented upon the defeated Pinkerton Detectives. The image focuses the viewers attention on the young boy in the front preparing to shoot the unarmed man. It shows how much the job meant to them and how much they needed it. To have Carnegie put them out on the streets like that made the workers furious.

Reflection:

To experience the "Homstead Troubles" from the point of the workers would be very emotional and nerve racking. Being in this position would be emotional for many reasons. One reason it would be emotional is because, without this job I would be left out on the streets. 3800 other people and I would be out looking for jobs. Being in this position would also be very pressing matter. It would be a pressing matter because not only do you know your going to be fighting Pinkerton detectives, but also many of the workers, possibly me would have to have the money to put food on the tables for their/my family. To be in such a position would be nerve racking for many reasons. One reason it would be nerve racking would be because although there are many of us, we were going up against several trained detectives. All in all being in the position of the workers would be a very stressful, and emotional time.

Welcome to the Big Leagues

The year 1844 marked the start of the second industrial revolution. This period after the Civil War was a period and from invention,  a period of great industrial growth. It was going to take more than new technology to transform America though.  It took head strong businessmen  that weren't afraid to risk their money  in investments.  Companies that couldn't expand because of their tiny capitals were being left behind in the business world,  so to get more capital they combined with other small companies, thus the age of big business was born.


Key Terms:

Andrew Carnegie: embraced the concept "money could make money". Had an eye for recognizing a good investment.

Robber barons: used to describe the powerful industrialists who established large businesses in the late 1800's.

Rockefeller: Formed the standard oil company in 1870

Social Darwinism: wealthy were most valuable group in society. Argued that Society should interfere with competition as little as possible. Argued that society would benefit from the success of the fit and weeding out.
Factors that created a new kind of business.

Larger pools of capital: entrepreneurs had to invest huge amounts of money and barrow money from investors

Oligopoly: industries run by only a few large, profitable firms.

Monopoly: complete control of a product or service.

Cartel: loose association of business that make the same product.

Consolidation: gaining control of the many different businesses that make up all the phases of a products development.

Horizontal Consolidation: involves bringing together many firms in the same business.

Sherman Antitrust Act: outlawed any combination of companies that restrained interstate trade or commerce.

Piecework: workers received a fixed amount for each finished piece they produced. Forced workers to work fast and efficient.

Sweatshop: the place where most piecework occurred. Where workers worked long hours at low wages.

Frederick Winslow Taylor: set out to improve worker efficiency in steel plants and therefore increase profits.

Division of Labor: factory workers performed one small task over and over to improve efficiency.
factory workers were ruled by the clock, discipline in the factories was strict. Often fined and fired workers for being late or talking.

Socialism: an idea that some were drawn too in this time, system that favors public instead of private control of the means of production. Wealthy saw it as a threat to their fortunes.

Labor Unions: organizing among workers in certain trades, helped members in bad times. Called for shorter workdays, higher wages and better working conditions.

Collective Bargaining: a prices that some Labor Unions used, process where workers negotiated as a group with employers. Workers acting as a group had more power than a single worker acting alone.

Enduring Understanding
If you were unable to combine companies with another person it would be very hard to succeed.

 Andrew Carnegie was one of the biggest businessmen of his time. Carnegie trust was able to vertically consolidate and charge less for the product because they did not have to pay for any of the phases of production. This is because they were able to buy the other phases of production with the large capital they have. This allowed them to lower the prices of their product making it impossible for a smaller company to compete. The big start up cost also allowed for very few who entered the business  to make a profit. If a company didn't combine with another company  it would have trouble making a profit because it has such a small capital. 

Enduring Understanding 2
Big business men often betrayed the public if it meant more money.

Robber Barons drained the country of its natural resources and bribed public officials and also drove competitors out of town.  The pay for their workers was bad. Big businessmen often had a Monopoly, which is complete control of a product or service. Or formed a Cartel which is loose association of business that make the same product, so they could keep the prices high.  They used Sweatshops to get the work done. Sweatshops are  where most piecework occurred. Where workers worked long hours at low wages.
This topic of Labor vs Big business reflect the theme of People, Places, and Power in many ways. Labor vs Big




Big business vs Labor represents the theme "People" because this topic shows how several figures like John D. Rockefeller and Andrew Carnegie were able to rise above the rest of the business world and and live like kings. It also shows power because of the influence the companies had on the country. If a big business or businesses were able to get a monopoly or oligopoly on a product they could raise the prices forcing the public to pay if they wanted the product. Finally Big Business vs Labor shows places because of the expansion of big businesses. Their large capital made it possible for the businesses to expand  to several regions and expand the company to other places. It also made many towns a lot of money. For example Titusville Pennsylvania  became a major business town because Standard Oil began to drill their. All in all the topic Labor vs. Big Business is deeply rooted in the theme People, Power, and Places.

Who Killed the Reconstruction

The Reconstruction was an era in which the North went to the South in hope to rebuild the destroyed lands and to help enforce the new laws protecting blacks and ensuring that they stay free citizens of America. Sadly though this era of generosity and aide from the North did not last as long as many freedman had hoped. The Reconstruction was killed, the only question was who killed it, the North, or the South?Although the reconstruction was killed by both the North and the South it was the North who mainly killed the Reconstruction.

The South played a major part in the death of Reconstruction. During the Reconstruction, the south was still a dangerous place for Freedman, and anyone else who supported the reconstruction. The letter in document A was written by Albion Tourgee, who was a white northern soldier and became a judge in North Carolina after the war. The document was a letter to Senator Joseph Carter Abbott. The letter tells the senator  A State Senator was stabbed 5 or 6 times by Ku Klux Klan members, the Senator Joseph Stevens  was attacked in the Grand Jury Room in the courthouse. This letter depicts how dangerous it truly was for a supporter of the reconstruction to live in the south. Also in this letter Tourgee talks about how he feels like he is going to be next for he is also a supporter of the cause. The image from the Independent Monitor in document A also shows how the South killed the reconstruction. The image shows two men being hung from a tree, one of the men is holding a suitcase with “OHIO” written on it and the image also shows a horse with KKK written on it. The “OHIO” on the suitcase is there to represent who is being hung. It tells the viewer that it is a carpetbaggers, or  scallywags that are being hung. Another example of how the south killed the reconstruction is document B. Document B shows a testimony of Abram Colby. In his testimony Colby claimed that Klansmen kidnapped him and whipped for hours. By doing this the Klansmen were trying to use the fear tactic to break his will and make vote against the radical ticket. Later in his testimony he talks about how they tried to bribe him to remove himself from office. By doing this the South was killing the reconstruction. By scaring and beating radicals they were making the supporters of the reconstruction flee for their lives and in turn killing the reconstruction.

Although the South played a major role in the death of the reconstruction the North played even a larger role. Even though it was the south scared many Northerners  away it was not the South who gave up on the Reconstruction. The North began to get fed up with the Reconstruction and began to focus on other things. For example in document C both the quote by Gerald Danzer and the image from Harpers Weekly perfectly depict what was happening in the North. The quote by Gerald Danzer talks about how the North began to focus on other things such as “the Panic of 1873 and the corruption in Grant’s administration….”. Other things in America started to grab the attention of Grant and other supporters which meant they were taking their  gaze off the south leaving he freedman to fend for themselves. Harper’s Weekly also depicts this. The image shows President Grant head first in a barrel, throwing things out like “Whiskey Fraud”, and “Bribery”. This was meant to represent the other problems in America that Grant was focusing on. It shows how since his head was in the barrel figuring out all of the other problems he wasn't able to see what was going on in the South. Both of these pieces of evidence show how Northerners began to turn their backs on freedmen and in turn killing the reconstruction. Another example of how the North killed the Reconstruction is the pieces of evidence in document D. Document D has a passage from The Death of the Reconstruction, by Heather Cox Richardson, which is a secondary source but the passage is a quote from a primary source. The text explains how the northern thought that the freedmen were fine to run their own lives but didn't think they should be in government  because they were uneducated.  The whites believe that the blacks are more uncivilized and not fit to run government,  the whites thought that blacks couldn't handle running a state. The text shows ingrained racism was in the north. It shows how the whites believe that the blacks are a lower form of race. The image from document D also depicts this message. The image shows a Northerners portrayal of the South Carolina State Legislation during the reconstruction. This image shows all of the freedmen acting erratically almost as if they were animals, and in the middle of all of it is a white man who just looks disgusted, and tired of their screeching. This again shows how the North killed the reconstruction. This Northerner depicted the freedmen as animals, people who weren't fit to run a state.  These pieces of evidence show how the North killed the reconstruction. They killed the reconstruction because the North lost faith in the Reconstruction, leaving it to die.

In the end it was the North who killed the reconstruction. It was them who lost faith in the reconstruction and turned their backs to the reconstruction and the freedmen. The South did play the role of scaring the radicals out of the South, but it was the Northerners who gave up on the reconstruction. All in all it was the North who killed the reconstruction.

The Current Shifts

The battle of Gettysburg was the turning point in the war for several reasons. One reason it was the turning point in the war is because there was so many casualties on both sides. This is such a large factor because the Union only lost 2% of their army while the Confederates lost 8%. The Confederates were not only outnumbered but they were also they were running low on supplies supplies by the end of this battle. After the battle of Gettysburg the Confederacy was low on supplies and the Union was making it harder to resupply the guns and ammo by cutting off the Confederates trade and  railroads. The final reason that Gettysburg was the turning point is the Confederates were losing their morale. Meaning that they were losing their will to fight the war.

Although total war was looked down upon by many because it is destructive and violent, I believe that it was just for the Union to do it. By destroying their farms, houses and transportation they were not only destroying the Confederates supply of food and revenue, but the Confederates will to fight them. Since the Union did decide to put total war into effect, the war not only ended sooner, but with a lot less casualties. All in all it was just for Grant, Sheridan, and Sherman to conduct total war.

After the war both sides had different reactions. After the war was over most in the North were very happy while others broke down. There were fireworks in Washington to celebrate the victory. Also after the war Abraham Lincoln played Dixy to celebrate the end of the war.The Southerners reaction however was the exact opposite. Not only did they lose the war, but they were coming homing to looted and pillaged homes, factories, and farms. The south felt sad that they had lost, but were relieved that the war was over. The South reacted by honoring General Lee for his time in battle. Both the Union and Confederate soldiers were exhausted mentally and physically and now had to go home and try to adjust to normal life. Although the Civil war was over the Confederacy had one final attack, the assassination of Lincoln. Once they had assassinated him, Lincoln's followers were furious. They found John Wilkes Booth and his accomplices and hung them for their crimes against the United States. The loss of their president made the north go into a state of mourning. All in all the civil war was a success for the Union, but came at the cost of their great leaders life.



http://www.edline.net/files/_zJGlm_/e138f1107c0f1a0f3745a49013852ec4/Activity_7_-_The_Tide_Turns_Class_Notes.pdf.

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


http://www.edline.net/files/_zJGmH_/73806d67d37ac8b83745a49013852ec4/Lincolns_Assassination_Document_Analysis.pdf

Lincoln's Changing Views

At the end of the Civil War there was one unanswered question,  who really had freed the slaves?  Some say it was the Union because the slaves were  able to take refuge in their camps,  but others say that the slaves are the ones who took the step to free themselves.

When the Union invaded the South  they had were not planning on picking up slaves along the way.  But by and by slaves started coming out of hiding to meet up with the Union troops.  They would wait in abandoned confederate towns for the Union troops and while the slaves were there they raided there former masters house for jewelry, money, clothes.  The slaves felt that it was there right to do it because there owners bought that with the money the slaves had earned them. In a way this was the slaves push for freedom, being abandoned by and looting their masters and showing up in Union camps, they were forcing Lincolns hand to declare there freedom. All in all that is why so many think the freedom of slaves came from below.

Others think that freedom came from above for the slaves. One reason many people believe that power came from above was the fact that it was actually the Union who made the difference. Although the African Americans made the first push by showing up at the Union camps, it was the governments response to that, that truly set them free. So in turn really freedom came from below and above, because if it weren't the slaves showing up at Union camps, Lincoln might have never declared the slaves of the Confederacy free.

Women of the Civil War

Around the time of the civil war there were two types of women. Women who acted outside the sphere the "Sphere of Domesticity" and others chose to stay within traditional gender roles. The sphere of Domesticity includes cooking, cleaning, staying home and taking care of the kids instead of having a job. The Sphere is basically all the household roles a women would have. Some women would act inside of it while others would venture on to do more "man like" things like having a job, public speaking, and some even joined the war. Both sides in and out of the sphere had strong arguments for why they chose their roles.

Women like Rose O'Neal Greenhow, Dorthy Dix, Martha Coston didnt let things like the "Sphere of Domesticity" hold them back. All three dared to venture outside of the circle in their own way. Martha Coston mother of 4 who lost her husband who was a scientist. He was in the process of making the flare when he died and Martha wanted to finish it for him. She had followed his work when he was alive making it easier for her to pick up where he left off. Since she worked so hard the flare was not only finished, but was used all over the United States. Dorthy Dix went outside the circle in a different way. Dorthy was in charge of medical treatments and the care of patients. She was not only in charge of the nurses but even was in charge of some male doctors. Rose O'Neal Greenhow acted outside the circle much different from the two others. Rose O'Neal Greenhow acted as a spy for the confederacy. Since she was a women she was able to blend in easily and be inconspicuous making her one of the best spies the confederacy had. All three of these women broke the norm of being a housewife with no job by making their own paths outside the circle  and are perfect examples of women acting outside the Sphere of Domesticity.

One woman who is an example of a women acting inside the sphere of domesticity is Alice Chapin. She was a mother of 5 who was left by her husband who decided to go into the army, leaving her with little money and many mouths to feed. She was going to get a job as a teacher but her husband forbid it. She obeyed him and instead of getting the job, she sent care packages to the army in hope that it might help her husband and other soldiers. Alice Chapin is a perfect example of a women who acted inside the Sphere of Domesticity

Tech and Tactics

During the civil war hundreds of Americans died protecting what they believed in. They died in hope of protecting what they loved and cherished, their country. After going through several pieces of evidence it became obvious that service to one's country was much more important to the men than preservation of ones self. The civil war caused a wave of new weapons and and technology that were used by each side. One example of the new technology was the ironclad. An ironclad was an iron military vessel with several cannons and a very hard shell that wasn't easy to penetrate. Each side had a different type of ironclad. The Confederates called theirs the Merrimack, it had 10 cannons on it, the Unions was called "The Monitor". "The Monitor" was an iron clad with only 2 cannons but they could rotate around to any side. This gave "The Monitor " an advantage because of that ability to rotate where they were aiming. Many navy experts doubted "The Monitor" and didn't want it to be produced, but Lincoln over ruled them and made it. Another several inventions were the railroad artillery, telescopic sights, military telegraph, and land mines. There was about 240 military patents in 1862 alone.

Each side of the civil war had very different strategies. The Unions plan was to basically invade the South, destroy its capacity to wage war, and crush the will of the southern people to resist. The Southerners thought they could hold their defenses and prolong the war to a point where the loyal citizenry considered the effort to costly in lives and money. The Union called their plan the "Anaconda Plan", the plan was to set up a naval blockade cutting off their cotton trade. By cutting off their trade they were cutting off the Confederacy's income which was crucial for making weapons and supplying troops with necessities like food, water, and medicine, etc. They also planned to use their Army/Navy to divide the Confederacy by seizing the Mississippi River. The Confederacy's plan was to defend all of its borders, but for most of the war Jefferson Davis and his advisers followed what often is termed a defensive-offensive strategy. Confederate armies generally stood on the strategic defensive, protecting as much of their territory as possible. When circumstances seemed favorable, the Confederacy launched offensives. Confederate military strategy was to gain important diplomatic allies. Specifically, Confederate leaders felt that if cotton was withheld from Britain and France, those nations would formally recognize their nation and provide them with much needed material support.

To be wounded badly in the civil war was very unlucky. Most serious  wounds meant they had to amputate a limb or a part of the body as to prevent infections. Reading the article "Under the Knife" revealed how far back the medical world was in the mid 1800s. Although the soldiers were lucky to get to the field hospital alive they often didn't survive. There were not a lot of technique's though. The article said "When bone was damaged, surgeons had to decide quickly on one of three possible treatments. If it was a simple fracture, a wooden 
or plaster splint was applied, but if the bone was shattered the surgeon performed either a 
resection or an amputation."  Resection involved cutting open the limb, sawing out the damaged bone, and then closing the incision. It was a time-consuming procedure and required considerable surgical skill. There were two types of amputations, primary and secondary. The difference was primary amputations were the amputations that occurred 48 hours after the injury and secondary amputation were past that. Primary amputations were preferred because the morality rate for primary was 25% and secondary was twice as high. Infections were another serious cause of death in the war. It was such a big cause of death because if a wound were to get infected it often caused death. For example "Two members of Company B, 19th Michigan Infantry, were shot in the index finger in the same battle during the Atlanta campaign. One man treated himself by cutting off the mangled finger with his pocket knife. He wrapped the stub in a handkerchief and waited until the battle was over to have the wound dressed at the field hospital. The other soldier went immediately to the surgeon for a proper amputation. Gangrene set in within days, and the surgeon was later forced to amputate his arm at the shoulder. The soldier died soon afterward."

http://www.edline.net/files/_yMHRV_/ad7f4df9270b953e3745a49013852ec4/Tactics__Tech_Class_Notes.pdf

http://www.educanon.com/delivery/10822/27474
http://www.educanon.com/delivery/10822/27482

Civil War Scavenger Hunt

To learn about the battles of the civil war in class we did a scavenger hunt. Each person in the class had to research about one battle, some people paired up because their were not enough battles. We had to find our evidence about each battle using reliable sources. To show what we learned we put all of the information we learned into a Google doc. The required information was the name of the battle, the location,  the date, the victor, the theater (East, West, Naval), at least 2 bullets explaining the results, and at least one image. Plus another requirement was no more than 60 words and all sources had to be cited. Once we were finished we had to make to doc accessible to our other classmates. So by editing the share options we made our Google doc accessible to anyone with the link, check it out below. To access he doc we used QR codes. This s a much faster than typing in the link. To create it we went to www.qrstuff.com and entered the URL into a box and just like that it was created. All we had to do after that was print it out. To organize the hunt with our classmates we talked to the battles before and after us so we could tell our location to the people before us so they could add it to their doc and we added the location of QR code of the group after us making it easier to go in order. We also made sure that our QR codes were not to far away from each other so other groups wouldn't have to waste a lot of time walking. We carried out the scavenger in class, using the class Ipads and are own devices to scan the QR codes. When we finished the scavenger hunt we all met back in class to use Padlet. Padlet is  is a virtual wall that allows several people to share their ideas all on the same page. By using Padlet we were able to get a great grasp on the concept and the essential questions. We used Padlet to summarize and discuss the essential questions of the lesson.

Essential Question #1
Who was the ultimate victor in each of the theaters: East, West, Naval?

Based on the evidence the Union is the ultimate winner. Although the South won most of the battles in the Eastern theater including the battles of Fredericksburg, Chancellorsville, Cold Harbor, Fort Sumter, Bull Run and Second Manassas, the Union still won the battles of Gettysburg, Sherman's March to the Sea, Appomattox Campaign, and Antietam. The western theater was much different though. The Union won every battle except for one. The Union won the battles of Fort Donelson Long, Battle of Shiloh, and the Siege of Vicksburg. The one loss the Union had in the western theater was the Battle of Chickamauga. The final theater is the naval theater.  Throughout the whole war the Union usually came out on top. For example the battle of Baton Rouge is an example of a naval battle when the Union clearly won the battle. Although there were some naval battle with "no clear winner" like the battle of Hampton Roads, the Confederates still retreated first. All in all in two of the three theaters the Union was the clear winner.

Essential Question #2
What are some commonalities you can identify in the reasons for the results of the battles?

In the beginning of the civil war the Confederates strategy seemed to work.  Their strategy of holding their ground and protecting their territory was much easier than the Unions who had to push forward through the Confederates defenses. Eventually though the Confederacy tried to expand (Battle of Antietam)  and they were unsuccessful. The North's endless waves of soldiers was eventually able to break the Confederates lines. The reasons that the Union is able to produce so many troops because of their population, ability to produce weapons, and ability to transport materials and food. Read more on the topic in my post titled "Infographic"

https://docs.google.com/document/d/1hLOw-7rS7QhMOWO22LcxioAL9kcYsvjBSvEnrYnDjRM/edit

Infogram

The advantages and strategies of the North and South effected the outcome of the war greatly.  The Norths advantages of railroad mileage, population, surplus of factories and manufactured goods outweighed the South's for many reason. The South's advantages of more military colleges and more cotton produced could not balance out the advantages the North had. Plus the North had a much better strategy, to divide and conquer. There plan was to use the Mississippi river to cut the South into two using there larger navy made it easier, not only to take over, but it also cut off supplies. They also used their navy to stop southern shipments of cotton. This is relevant because by stopping the shipments the Southerners would not be able to fuel the war. The infogram is so helpful because by using the charts and graphs it really gave me a visual of some of the advantages the two had over each other.

THe civil war | Create Infographics

EdCafe Review

In my opinion the Ed Cafe was a great way to share information on different subjects we learned. What I liked about it is we didn't have to be able to explain it through a presentation, but it was more of a verbal discussion between the students. I liked how the conversation flowed and there wasn't any awkward silences because we had the prepared questions to pick it right back up. What our class could of done better was get more time for each group. I know that we got the maximum time possible, but in each group I was in the topic felt rushed, including mine.

When I presented I thought it went swell. We had a very big group so the conversation never really stopped. What did go well for us was the response we got from the attendees, they were very responsive to the questions and actually seemed interested in our topic. Another thing that went well was the spread of information being shared for each figure (Northrup, Prince, Harriet). In order to improve my discussion I would set out a specific time for each question so we are able to finish our questions.

To be honest, I could of been a better attendee. I did not contribute as much as I could have. However I did however contribute a lot in my 1st group. I made several good points that helped move the group forward. In the group "The Title of Slave" I pointed out how the slaves were more like objects than humans. This sparked a big discussion on how they were sold as if they were at a yard sale. My experience wit the Ed Cafe was bad but, that was because I was sick. All in all I had a great experience with the Ed Cafe and definitely want to do it again..... Healthy

Lincoln Douglas Debate

This Prezi shows the events of the Lincoln Douglas debate. It explains both Lincoln and Douglas' views on the topic of slavery. It also shows where each candidate made their speeches and the joint debates. Plus it gives several quotes and primary source images. This Prezi explains not only the actual debate thoroughly but also the short term and long term effects. All in all this Prezi accompanied by a detailed essay will give you  a good look at the Lincoln Douglas Debates.

Antebellum North. For or Against Slavery?

Were Americans in the Antebellum North really against slavery on both moral and economic grounds?

How much did the North really care about the Africans? Were they really against the idea  having another human being considered a lower class, being a slave. The question whether Americans in Antebellum North really against slavery on both moral and economic grounds is not a hard one to answer, the answer is no. The three documents we looked at as a class proved that the North was pro slavery.

 The first article we looked a was "Broadside". In this document there is a meeting held in Boston by citizens and the mayor.During the meeting they discuss the fact that they need slaves. They agreed that the inhumane treatment of slaves like lynching or the Southern mob attacks were too far and unacceptable,  but they still wanted slaves for labor and chores. They made up the excuse that they didn't want to violate people's constitution rights. They said "The south may be solemnly assured, that the body of our people will not countenance any infraction of their rights." They basically used the constitution as a scapegoat. Since the slaves were considered  property it would be against constitutional rights for the government to take away slaves from the people. The real reason they didn't abolish slavery was because they needed slaves. The economy of America at the time relied on slaves to work the plantations and machines. 

Another document we talked about in class that showed why the North was for slavery instead of against it was the "Cotton Production in Lowell". What happened was the North needed more cotton for them to continue to expand there cotton business. Therefore they needed more people to pick the cotton, and it wasn't going to be a free man picking it. The plantation owners were to cheap to pay a free man so they used slaves as their work force. This required the importation of more slaves, much more. In about 30 years the slave population in America increased by 1.6 million. This was caused by the North's need for more cotton so they could expand there mill businesses. This is just another example of how the north supported slavery.

The next document about Lowell Cloth is another example of how the North was pro slavery. Again the reason is economy. You see the Souths, or the slaves job was to pick the cotton and ship it up North to be manufactured. The picking of the cotton was one way the North relied on the South. Then after the North made cloth from the cotton they sold it back to the plantations. The slave owners bought back a great amount of cloth to clothe their slaves. If slavery were to be abolished, the north would lose that big client and they couldn't afford that. This document also shows how deeply rooted slavery was in the economy of America.

The fact of the matter is this, the North knew that slavery was immoral and they were against the moral grounds of it but, slavery was so embedded in the economy of America that they had no choice but to support it. All in all the North wasn't against the economic grounds, but were against the moral grounds.