Slavery that Spread like a Virus

Slavery in 1860

Slavery in 1790

In class we studied how slavery became economically in America in the 19th century. We used excerpts from the Founders' constitution and many maps and graphs to show the progression of slavery in America. The maps and graphs showed the drastic increase in cotton production in the south along with an increase in slave population, even though many people thought slavery was declining. The pictures are from the website, http://mappinghistory.uoregon.edu/english/US/US18-02.html, showing the spreading of slavery from 1790 to 1860.  The north used free laborers and the south used slave labor. This was the major production of the south and was sort of taken over by the southern states. They did not show the northern states so there was sort of a separation between the north and the south. The south working together with cotton production. Slavery was needed a lot in the south whereas in the north it was outlawed. The northern states also relied on cotton production, though, with industrialization. They needed the cotton factories to supply jobs and money for people. Even though northerners didn't see slavery, they still depended on it for the success of their cotton industry.

Having a system of slavery based solely on race takes away the dignity of those enslaved. It reduces them to be seen as objects to their owners instead of individual people just like them. They were just used for labor and treated terribly. Their personalities and characteristics are just thrown aside as if they're non-existent. The former lives of the captured people suddenly mean nothing to the owners. This system bases people's positions on their race and not on how hard working people are or how skilled they are. They made the assumption that characteristics were only determined by somebody's race. The dignity of the slaves was completely lost. 

The Continuous Struggle of Gender

In the mid-19th century, women were given little rights and high expectations for their conduct around others. There were many laws that restricted women from doing things that men were allowed to do such as vote and simply sign a contract. There were many more actions that were considered socially wrong. Women could not speak in public in front of people because it would be seen as them trying to get attention from men and that’s the last thing the men in charge  wanted. There were many women who sought to change the way they were treated in society and got together for the Seneca Falls Convention. During this long meeting, they discussed women’s rights and roles in society and eventually composed the Declaration of Sentiments and Resolutions. In this document, it says “The history of mankind is a history of repeated injuries and usurpation on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her.” It then proceeds to show all that men had been doing to oppress women and deny them the rights they deserved. These were the actions that they wanted to change and get rid of. After that, there is a long list of resolutions in favor of equality such as having the same amount of moral conduct expected of men that had always been expected of women. There were many reactions to this document after it was made public. It was shocking to a lot of people. Women back then weren’t known to speak out for their rights, so when such a big convention was put together with prominent female speakers it was the focus of many people.  Some newspapers reacted in favor and some against. There were also those such as the Oneida Whig which were unsure that it would have much success and that these women should rethink what they are doing. Overall, the writers found it to be an interesting occurrence that was very unexpected.

In modern times, it is much less shocking to people when women speak out against oppression and for gender equality. You will see women protesting in many places and delivering powerful speeches all over the news. We have been given more of a voice now, yet there is still great debate over rights. There are still those people that believe in strict gender roles and try to put women down with silly expectations. The struggle between genders is still prominent. To show that women are still thought of and treated differently than men when we shouldn’t be, the company Pantene made a commercial to address the unfair labels put on women:

In this commercial women are compared to men in the exact same circumstances and it shows how people will label both genders. One pair that can still relate to treatment of women in the 19th century is when the man is thought of as smooth for having confidence and dressing nice but the woman is seen as a show-off. This shows that with many people there is still the thought that women are always trying to attract men and shouldn’t be showing any skin or simply have pride in her look. Also, a very powerful one is when the man in charge is seen as the boss and someone to look up to and follow after, but the woman is bossy. This can hold a lot of women back because the moment they try to speak up and be a leader for something they believe in, they are shut down and disliked. A lot of people have formed the ridiculous habit of dismissing a woman simply because they think women are weak and cannot handle positions of power, when they should be listening to her words and the emotions behind them. Women can handle leadership just as well as men. These days, some people will still try to silence a woman that speaks out, but not as drastically as in the 19th century. Women have come a long way, and some day people will realize no gender is greater than the other.

Sources:

• http://www.loc.gov/exhibits/treasures/images/vc006199.jpg
• http://www.edline.net/files/_AIGpE_/07049cda93fb5c2f3745a49013852ec4/Declarations_of_Sentiments_and_Resolutions.pdf

The Power of the Mind

"Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men - the balance - wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their fellow men. This idea pertains to another of its attributes. But I mean that it gives each man the independence and the means, by which he can resist the selfishness of other men.

It does better than to disarm the poor of their hostility towards the rich; it prevents being poor. Agrarianism is the revenge of poverty against wealth. The wanton destruction of the property of others - the burning of hay-ricks and corn-ricks, the demolition of machinery, because it supersedes hand-labor, the sprinkling of vitriol on rich dresses - is only agrarianism run mad. Education prevents both the revenge and the madness. On the other hand, a fellow feeling for one's class or caste is the common instinct of hearts not wholly sunk in selfish regards for person, or for family. The spread of education, by enlarging the cultivated class or caste, will open a wider area over which the social feelings will expand."

-Horace Mann

Horace Mann was a big advocate for reform in public education in the mid-19th century. This is an excerpt from Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education. He really believed in the importance of education for all people and the positive impact it could have on society as a whole. Horace would often travel to many different schools to see the quality they were in and the changes that needed to be made to improve them. He had many writings advocating for better education as a right for everyone and to show people it should be an integral part of your life. In the 1800s, public education was poor quality in many places. It was not accesible to all people. The education reform movement called for a change to this and other aspects to public education. They believed that public schools should not be associated with any particular religion and paid for by local taxes. Also, teachers were to be well trained so as to provide students with the proper educations they needed. This document shows the reasons behind the main idea of this movement which was to provide all people with an education. People will live better lives if they are able to understand concepts that they often face throughotu their lives. However, it doesn't quite show the other beliefs the movement was fighting for. Horace is saying that education will help people to be more understanding of others' lives and how to work with each other to live peacefully and successfully. Education will help somebody get far in life and earn money by helping to advance society in a way that will benefit others. 

Source:

Mann, Horace. Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education. 1846. Intellectual Takeout. http://www.intellectualtakeout.org/content/quotes-horace-mann-and-american-education-reform. January 15, 2015 

Andrew Jackson's Reputation Debunked

In class we have been learning about the presidency of Andrew Jackson. The question we were trying to answer was if he was really the "people's president" or not. To find the answer to this question, we slip into six groups with two groups each focusing on one of the three major events during Andrew Jackson's term. They were the Indian removal, the bank wars, and the spoils system. My group had the bank wars. Each group was provided with a couple documents to base presentations off of in which we explained our event and how it answered the main question. My group made a presentation on an app called Chatterpix which can make pictures look like they are talking while you record your voice. We had Andrew Jackson arguing how he was in favor of the people with Daniel Webster who thought the opposite. Jackson was vetoing the Second National Bank because it was highly in favor of the richer class and many of the stocks were owned by foreign powers. He thought it had too much power over the economy. Daniel Webster argued that he was just trying to turn the classes of people against each other and he didn't have the right to shut down the bank. Andrew Jackson was thinking of the common people, who made up the majority of the population, but making rich people seem like more of an enemy. Another time he really just favored the common people was the spoils system. This was a system in which the presidential candidate would offer jobs in government to those who voted for him. Jackson said he was trying to get more people to participate in government, but it was really taking advantage of their need for jobs and representation in government to help him win. He was only thinking of the common people for his votes. The Indian removal showed Jackson going against his reputation of the people's president. No other president had actually forced the Native Americans out of their rightful land until Jackson. He tried to justify it by saying he didn't want the tribe to die out like the other ones in that area and it was their choice to move to the west. In reality, the tribe had been living in peace with surrounding settlers for a while and could live on where they were. Moving out west would mean unfamiliar surroundings and possibly languages for them to have to adjust to. Andrew Jackson tried just to think of the lower class of people but never fully reached out to all the American people. The common people were still let down and taken advantage of, and he completely failed to recognize the Native Americans as people while he forced them out of their rightful land.

Here are links to the videos my group made (it was too big to be one video):
Video 1:http://video.videolicious.com/2cdbf897-669d-4d55-bd5a-d52b36724f9c
Video 2:http://video.videolicious.com/3f32ceda-db13-4e36-a900-ff39f8e62ec8

The Voting Rights Everyone Deserves

In class recently we have been studying the rise of democracy in the United States. We sought to define what exactly democracy is and how well the U.S. in the 1800s stuck to its ideals. Our group first defined democracy to be a system of government in which all the population participates. To find the answer to the second question we analyzed sources about the early 19th century United States. There was a painting showing the voting process and its flaws, charts showing different data, quotes from Benjamin Franklin and Norton Townshend, and a document about the Dorr War. Using the information from these sources, we created an online poster on the website Glogster. We came to the conclusion that the U.S. was not very democratic at the start, but as time went on they got more used to the new kind of system and allowed more people the right to vote.

What We Thought We Left in the Past

The question we have recently thought about in class was why it is essential to regard human value regardless of someone's race and how the Latin American revolutions prove this idea's importance. An issue like race is always relevant in today's society. There will always be people of different race and it's just a natural occurrence we have to deal with. People should not be judged by the color of their skin, yet that seems to be happening a lot even in modern day society. A person's value does not come from their race, it comes from who they are inside. In class, we got into three groups to each learn about a different Latin American Revolution. There was one in Brazil, Gran Columbia, and Mexico and my group was assigned to Gran Columbia. We were given a reading and told to make a timeline for everything that happened in the revolution. Then, each group split up and formed new ones, each with two members from all three previous groups. We shared our timelines with the other people and taught each other about our revolutions and discussed how they were similar and different. The idea of the essential question about the impact of race was a big part of every revolution.

My group's timeline of the revolution of Gran Columbia 

In the second groups we came up with two similarities and two differences between all three Latin American revolutions. They were all against the more powerful European countries that colonized and controlled them. It was always people of the lower class, usually natives of the land, fighting against the higher class. The Brazilian revolution wasn't as violent as the other two and it was against Portugal while the other two were against Spain. The white people of the European countries believed they were more powerful than the natives of the countries because of the differences in colors of their skin. People were organized into many different social classes solely based off of their race. These social classes would determine power and rights which is totally unfair. People were ranked because of what they were born with.
Racism still exists today and sadly probably will for a while. There are people out there who believe they are better than other people because of their appearance. More and more issues have been taking over social media and a very prominent one is of course the whole Ferguson debate. Although this is not the only issue like this that has happened, there have been many other unjustified shootings to happen that were just as bad. There can be many sides to this issue, but no matter what there is definitely racism involved. Our country is basically going back in time to when race was a much bigger issue. It is very important to consider this issue, people will always be judging others from their skin color and it is not right at all. We need to understand that a person is more than what they appear to be.

Reevaluating the Wave of Revolutions

The Revolutions of 1830 and 1848 are known to be failures by many historians. In class we questioned if this was really true. We split into groups and each focused on one of the revolutions which were the Decembrist Revolt, France in 1830, France in 1848, Frankfurt Assembly in 1848, and Hungary 1848. There were multiple sources for each revolution telling you all about it. From this information, we created surveys on a website called Survey Monkey containing questions on the most important information to test our classmates after they read through the sources. They had to include the country, date, goals, opponent, outcome, and the reasons for success or failure of the revolution. This would help them remember key information about our revolution and see how well our classmates knew the information.
My group had the French Revolution of 1830. These are the                                                                   sources we used: http://www.edline.net/files/_5YGkl_/a6add73ad2a2c48f3745a4901

3852ec4/France_1830.pdf 

One of the questions from my group's
survey about the July Ordinances

One of the questions about how much of a success
or failure our group's revolution was?

The main goal of the rebels was to basically bring things back to the way they were in 1790. This included more affordable bread, better wages, and extended voting rights. The revolution began because Charles X took the throne after the death of Louis XVIII. Charles believed strongly in absolutism and limited the right to vote and restricted the press. In the July Ordinances, a group of decrees set forward by Charles X, he enforced his power by restricting the people's rights and voice. The poor people of France protested with violence and barricades and eventually took control of Paris which eventually caused Charles X to abdicate the throne and flee to England. After this, Louis Philippe began his rule over France. He was a much better leader and in his proclamation on August 1. 1830 he said that he would bring back the charter that Charles X got rid of in order to enforce the rights of the people. However, he did favor the higher classes of people so the revolution wasn't completely a success. They did not achieve all they wanted from a ruler but they certainly did improve the quality of their country. Here is a link to our survey monkeys (we had to make two to fit all the questions): 1- https://www.surveymonkey.com/s/MX7JGS7   2-https://www.surveymonkey.com/s/TNG2B8W

The rule of Louis Philippe later sparked another revolution in 1848. They still wanted extended suffrage for the lower class people and they believed the government to be corrupt. It ended up being about in the middle of a success and a failure. Also in 1848, Hungary had an unexpected revolt. The rebels wanted to end serfdom and create a constitution to protect their rights. The Austrian government agreed to these changes but for a short amount of time until they fought back. This revolution was somewhat a failure. It achieved very little. Another revolution that had a different outcome was the Decembrist Revolt in Russia, 1825. This was the least successful of all the revolutions. It started because Nicholas I took over as Tsar but the people wanted Constantine. Nicholas I allowed little rights to the people of Russia and they didn't have a constitution. In the end, the revolt achieved nothing and people were still left without rights and freedom. Overall, none of the revolutions were complete successes and some definitely achieved more than others, but they weren't all complete failures and shouldn't all be talked about as a collective failure.