Power Above vs. Passion Below

In class we discussed who 'gave' freedom to slaves. If it was from above, it means the people with more power of higher classes in society who caused their freedom. If it was from below, it means the slaves themselves took action and were able to overpower those above them and gain freedom. First, we split into groups to analyze various documents. Among them were an open letter to Horace Greeley, the Gettysburg Address, the Emancipation Proclomation, the second inaugural address. Each group had to figure out if it was freedom from above or below. After all of the groups shared, we each made diagrams to show how each document answered if freedom was from above or below. 

http://www.edline.net/files/_DMF3y_/
bfc01eb99e614a0f3745a49013852ec4/Freedom_to_the_Slaves.jpg

The documents written by Abraham Lincoln showed freedom coming from above. His main goal during the war was to save the Union, which involved freeing slaves. This is evident in the letter he wrote to Horace Greeley. Lincoln of course still believed the emancipation of the slaves had to be done because all men are created equal. In the Emancipation Proclomation, he freed the slaves in the rebellion states and saw it as an act of justice. There were two more documents that showed freedom coming from below. Document X was a letter from a Union general who had taken over an abandoned town. The town had been taken over by fugitive slaves. This shows that the slaves took action for their own freedom and gained control over higher classes. Document Y was a picture showing slaves of a man named Jefferson Davis that left and went to a bayou where Union soldiers were. Just like the other document, this shows the slaves fighting against the higher powers to gain freedom for themselves. 

I think that freedom from the slaves mainly came from above. The majority of the documents showed this. Even though action taken by slaves did contribute, people of higher classes would be able to make more change since they had more power and authority. There are still situations going on today that are causing more people with less power to speak up. For example, the protesting in Baltimore and many other places in America shows people from 'below' fighting to get the attention of the authority to show them we need a change. They are done waiting for the people from 'above' to recognize that there are still numerous issues with how people are treated and how they are using their power. It just goes to show that society hasn't really advanced as much as people thought it had. 

A Hunt Through the Civil War

In this lesson, we learned about the individual battles in the civil war. We created a scavenger hunt with each stop being a different battle in chronological order. Every person picked a battle, with some partnerships, and made Google docs for them. Everyone started at different points and as we all got to them we had to scan a QR code to access the doc. We included a picture, general information about the battle, and some details about why the victor, either the Union or Confederacy, won. This required us to do research on our chosen battle. I chose the last battle which was called the Appomattox Campaign. After the scavenger hunt, we used the information we collected to determine which side dominated in each of the three theaters, east, west, and naval. We all shared our thoughts about it on a website called padlet. 

Map showing territories and movement of troops during battles of Civil War
Source:
http://maps.google.com/gallery/details?id=zOOP-1XDYZpk.k03-JFpD5jPo&hl=en

On the padlet we determined that the union dominated in the naval theater. They were more supplied with ships than the Confederacy. They were also receiving more reinforcements and were able to have a stronger army that could last longer in battle, as shown in the surrender of Fort Donelson. The Union army overpowered the Confederacy and used a strategy to surround their troops and force them to surrender. Also, at Fort Henry the Unionwon because they had more ships that were stronger in battle. The Union also dominated in the western theater for most of the same reasons. They were more supplied than the Confederacy so they were able to be more prepared for the battles. The Union also had a larger population in the west than the Confederacy. At the Battle of Shiloh, the Union was able to win because they outnumbered the Confederate troops. Concerning the eastern theater, the Confederacy had dominated at the beginning of the war, but the Union started to dominate in the second half of it. This was mainly due to the Union's lack of strong leadership in the first half of the war. At the Battle of Bull Run, the Union troops were not as prepared and they were slow to positioning. This caused the Confederacy to win. The leader of the Union troops at the beginning disagreed with Lincoln about their strategy. Once Ulysses S. Grant became the leader, the Union began to dominate. 

This is our class's padlet:

Created with Padlet

A Country Divided

In class we created educreation videos about the election of 1860. Educreations allows you to have a slideshow of pictures and record your voice over them. We used pictures of various items like paintings and newspapers to provide visual for our narration of the events. The main question we were aiming to answer was if the results of election of 1860 was representative of the deep divisions over slavery. All of the candidates for the election had different views on slavery and how to deal with it. The most well known of them was Abraham Lincoln who was against slavery. Lincoln ended up winning the election with the majority of his votes being from the northern states. His win caused many more states in the south to seceed from the Union. This led to the start of the fighting. The US was divided because of views on slavery.

The Stats and Strategies of the Civil War

We created infographics about the civil war and the advantages and statistics of the Union and the confederacy. I used infogr.am to present my information. For most of the information, it was comparisons between the north and south so I mostly used graphs that showed the two numbers next to each each other. For the slave population and number of industrial workers it was a size comparison graph to show how much bigger the slave population was in the south and that there were more industrial workers in the north. I used a bar graph to show the differences in the infrastructure of both regions such as railroads and manufacturing. These differences showed the strengths and advantages each could have over the other. I summarized the advantages at the end using the data presented before. Using infogr.am helped me to see these differences clearly and what the statistics meant about the advantages for the north and south. It also helped me see what contributed to the outcomes of the war. I could see that the north was in better shape with its government and economy. Also, the motivations for fighting for the north and south were clearer after seeing the conditions they were in.

The north's advantages over the south in war | Create infographics

Adressing the Elephant in the Nation

My timeline showing events in 1850s

Short descriptions of each event 

We have been learning about the "elephant in the room" during the 1800s. It was the issue of slavery in the U.S. It was a very prominent focus of dispute and everyody knew that, yet it wasn't directly talked about as the cause for the problems. There were sharp divisions between pro-slavery and anti-slavery territories and there was long debate between the two. Both groups had the goal to eventually take over the entire U.S. and would fight to spread the beliefs they thought to be right. There were many events that happened within the 1850s that showed this fight. The 1850s had a mixture of events in favor of slavery and against slavery. To show each event, we created timelines. They have small descriptions for each event and mine had pictures for about half of them. The way we arranged it was if the event was good for anti slavery people, it was put above the line and if it was the opposite it was put below.

Map showing Missouri Compromise territories 

All of the events on the timeline can show how slavery was the elephant in the room during this time. One of the five parts of the compromise of 1850 was the passing of the Fugitive Slave Act which said that everybody was required to assist in the search and capture of fugitive slaves to bring them back to their masters. This was even required in the free states and said that the slaves were still technically slaves there. This meant that there basically wasn't any free states since they would still be captured and brought back no matter where they were. This act was subtly trying to get rid of any free states and make the northern states pro slavery. In 1820, the Missouri Compromise established that the
territories north of the 36 degrees 30 minutes latitiude line would be free states in the future. However, the Kansas-Nebraska Act in 1854 made the compromise irrelevant because it opened up the territories of Kansas and Nebraska to anybody who could settle it. The compromise had said they would be free states in the future but this allowed for anybody to settle in some of the territory and determine the stance on slavery based on popular soveriegnety. So it was open for pro slavery people to settle and make it a slave state. This caused a big rush to the territories so people could claim it for their own views. In the Dred Scott Decision in 1857, an enslaves man named Dred Scott filed a suit against his owner to free him and his wife saying that they once lived in anti slavery states so they shouldn't be considered slaves anymore. Dred lost the case and as a way of dismissing it the Supreme Court ruled that he "could not be a citizen of the state of Missouri, within the meaning of the Constitution of the United States, and, consequently, was not entitled to sue in its courts." Also, as a result they ruled that slaves could not get freedom by living in a free state. This basically got rid of the idea of free states. The supreme court is trying to back up their rulings with the constitution and not directly adressing the pro slavery views that caused their decision to be made.

Sources:

• http://www.pbs.org/wgbh/aia/part4/4p2951.html
• http://www.pbs.org/wgbh/aia/part4/4h2933t.html

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