Ideologies 101

In class we discussed three main ideas. The question we were mainly focusing on was, What were the major political ideologies of the 19th century and how did they influence social and political action? This question is asking what the major political affiliations. TO answer this question we had six groups of four to five kids make videos skits or anything really to help explain their assigned ideologie. There were two groups for each Ideologie.

My group was explaining conservatism. We made a video explaining how a conservative is a person who are interested in protecting the people they care about, and standing up for the ability to have free choice and free speech and being able to control their future stands up for proposes rights, and they also like to keep things the same or traditional.

https://www.youtube.com/watch?v=6pyWBlOjdF0&list=UUv2iJbEB8so8y7_ooEB64MA

During the 19th century there were three major ideologies. Liberal, Conservative and Nationalist. A liberal believes in what is fair or what is right. They are open mixed and willing to work and make sacrifices for the greater good. They are okay with whatever, and will try anything whether it has been done in the past or if it is a whole new concept. A conservative is a person who are interested in protecting the people they care about, and standing up for the ability to have free choice and free speech and being able to control their future stands up for proposes rights, and they also like to keep things the same or traditional. A nationalist is always on the look out for a successful and effective way to control a nation. Nationalists have great pride in their nation.

Napoleon

During class we did many things to broaden our knowledge of Napoleon Bonaparte's over all impact during and after his rule. We annotated a documents that had to do with two peoples feelings towards Napoleon and his rule. We talked about him and took notes. We also looked at a map of the Americas. All these activities helped us to understand and begin to answer the essential question. What was Napoleon's impact on the social, economic, and political systems of Europe? This question is simply asking what did Napoleon do to the social, economic, and political systems during his rule that lasted even after his time of rule was over. What were the impacts he left? Were they negative or positive? Did they last well after his rule or did they die off when his power did?


The document we read and annotated was titled Two Views of Napoleon solely because it was two separate points of view on Napoleon. The views were from Madame Germaine Necker de Staël, a bitter writer exiled from France, and Marshal Michel Ney, one of Napoleon's officers returning from Paris in 1815. The first view of Napoleon was written by Madame de Staël. She had a negative outlook on Napoleon and his way of ruling. Madame de Staël did not like how Napoleon thought of people's virtue, dignity, religion, and enthusiasm as "the eternal enemies of the continent." Staël wrote that Napoleon was very cunning and persuaded men by force. She tells us that Napoleon thought of this as the only effective way of ruling and that all other ways were “stupid and folly.” Staël believed that Napoleon did not come into rule looking for universal monarchy. But over time Napoleon did seem to achieve this. That was how he left his political impact. The other view of Napoleon in this document was from Marshal Michel Ney. Ney wrote that Napoleon was their sovereign, meaning he had complete and absolute power of the country of France. Ney says that Napoleon has every right to rule over their country and that he is their best option. This is the social and economic impact that most of everybody was well off and that people loved him. In the article "The Lost Voices of Napoleonic Histories" it was common knowledge that most people like napoleon in the early times of his rule. Over time is when he started to go down hill and down in the eyes of the people. this shows that his impact could have been good but ended up being bad in most aspects.

The Helping Hand

During class we played a game of rock paper scissors with Hershey Kisses as the winning prize and the losing cost. Mostly everyone started with three kisses but two students stared with ten. Talk about an unfair advantage! The game was supposed to simulate us working for our money and at the end some people ended up with none and some people ended up with a whole lot more than what they started with. what we didn't know was that none of that mattered because Ms. Gallagher a.k.a. the government came over and took everyone's kisses and gave each person three again. This was her way of showing us what communism is. The next round we were able to choose if we wanted to take a chance and play so this was showing the invisible hand theory. I thought this lesson was aggravating because you could be really doing well and all that hard work was for nothing because all you can have is three. But, I also liked it because it was fun to get up and play a game and chocolate at seven a.m. is always nice.




Marx theory was that there should be no social classless society and they shall have no government. They should all have equal pay and shelter and everything should be even. Marx was trying to help the poor stay afloat but he was also taking away the hard earned money of the rich. Smiths theory was called the invisible hand. The invisible hand is the idea that the government will not control everything and they will let people choose what they want to buy and sell and the market will naturally flourish as if guided by an invisible hand. This way of living gives the industrialists a chance to control their own prices and to make their own business decisions. When Smith developed his theory he was thinking about the poor because this can give the poor more options on how to spend the little money they have how they want and on what they need.




In my opinion Smith's theory the Invisible Hand is the better option. I think this because it gives the poor, the rich and the in between a chance to spend their own money how they want it. It is more a independent way of living than being forced to be equal. This way you have a choice in how to live your life.


*cant import pictures or videos and I don't know why*

Behind the Walls of Mills

To prepare for our chat with Jamie in class we watched a video he had previously made. It taught us about how the Mills really worked and what went on inside. We read things about the process of how cotton turns to thread, then thread to cloth. In small groups we use Google keywords to find the definitions of commonly used words that might come up in our chat with Jamie. We also took time to make questions prior to chat so so that when Jamie asked if there were any questions we would have questions to ask.

During the chat I learned that the textile process is very complicated but if you have the proper system that it can run smoothly. There are many people involved in the process. This is because there are many jobs to be done. The abundance of jobs comes from the abundance of steps it takes to get cotton to cloth. After talking to Jamie with the class I came to realize that the text to process has changed so much over the years. At first it was just at home process that could take 2 to 3 weeks to make one nice piece of cloth. Then it was taken into the factories and much more cloth could be made in a shorter time period. Now a days it is a speedy process that take no time at all. Not to mention a million times safer. Less people are involved it is all more mechanic so there are less opportunities to get hurt. Like no one needs to risk their life to go under the machines an clean the floor anymore. I learned that it helped and hurt families because the cloth was more accessible and more job opportunities, but it hurt families because now they didn't have to money coming in from when they would sell the cloth they made because people just got it from the factories. When Jamie was showing us how all the machines worked I had never really thought of how much time and thought he had to put into remember all the facts and details. Also it struck me that he probably knew more about the machines then the actual workers did.

Living in a Curators World

Curating is the process of organizing information documents and pictures into one cohesive exhibit. The group decided on the name "Living in Filth" because all of of our scores lead back to pollution and bad living conditions. To start we put a map that pointed out the growth in coal and factories so people would understand where all the "filth" was coming from. One of our scores was a picture of a river in Manchester. the river was polluted from all the coal and smoke and also had turned into a dumping ground. Another document was describing a river not much different than the conditions of the river in Manchester the only difference was that it was The River Thames. Both of those documents were focused more on the pollution of rivers so we put those near each other because they went well together. The other image was showing more of the poverty. It showed the people living and sleeping on the streets. All of the people were in tattered and old clothing. With that image we put the chart document that showed the nominal earnings, cost of living, and real earnings which further illustrated the poverty. TO close off the exhibit we put a document of text describing the different opinion in England of the industrialization. On top of all that we needed to make it visually appealing so we used a bunch of puffs of smoke and a smokestack to fill in empty space and to make it more creative. When visiting our exhibit i hope people will learn that even though the industrial revolution brought so many good advances that it also brought poverty and pollution with it.

Life as we Know it is Because of the Steam Engine

During class we found that Idusrtrialization was revolutionary in many ways by having each group dig deeper into one of the four ingredients of industrialization. For instance my group researched technology. We discovered that the invention of the steam engine opened windows to trading so people could own stuff from other places other than their own community because of trains and planes and other locomotives making transportation easier and quicker. This made it possible to have fruit that's not locality in season because it can be imported from somewhere where it is in season. The steam engine also helped with mass production of things like well made clothing which made it more available to all class levels. Formal schooling made it possible for people to have occupations other than being a farmer. Since everyone was no longer a farmer people could live in non farm locations. Since people could pursue any occupation, we gained better medicine, better weapons and people could work on creating our modern day technology. Also more people could be coal miners so there was more coal which created more energy.


The steam engine could arguably be one of the most important pieces of technology yet. It made so may things possible. Without the steam engine our lives as we know it would be completely different. We wouldn't have cars, school, trains, planes, people living in cities, blueberries in winter, half the medicine advances we have now, nothing would be as advanced as it is now with out the steam engine. Other technology that came about during the industrial revolution was improved iron. Abraham Darby used coal to smelt iron which is basically separating the iron from its ore, a way to remove impurity from the coal. This process produced better quality and less expensive iron. Improved iron is used for building rail roads and many other iron things. The iron was good for the economy because it was cheaper and easier to get a hold of.


Transpiration came a long way during the Industrial Revolution. For example the Steam Locomotive, this is a steam powered train that transports carriages full of goods across tracks. This contraption made moving things from a factory to places that could not be reached by a boat. because of the steam locomotive more railroads were made in Europe and North America. Another form of transportation that came from the industrial revolution  is the Steam Boat. The steam boat was faster than the average boat and could hold 10 to 20 times more cargo than a wooden ship so this made it faster to transport more goods to places that had to be traveled by water.

Picture of steam boat from Industrial Revolution. Digital image. IR-Newspaper. N.p., n.d. Web.

How A Steam Engine Works


How A Steam Engine Works. How a Steam Engine Works. Dan Izzo, 17 Sept. 2011. Web. 11 Sept. 2014.

a Google a Day Keeps the False Information Away!

          

      

   

 

          During the first couple days of school we didn't talk much about History. We did activities to teach us more about web literacy, how to use online tools, and how to properly search things on the internet. We had to check if the authors of the websites we were looking at were reliable to make sure that the information we were trusting and using was accurate. These days were meant to help us to responsibly use the internet and all it has to offer.

          One day we used a website called "a Google a Day" http://agoogleaday.com/#game=started.  This is a website designed to help you learn and test your skills of properly using the popular search engine Google. They test your search skills with a set of three questions and you have to find the answer by using Google's tools or any other method you would like just don't search for spoilers. The website wants you to try and get the answers yourself not read it off some ones post spoiling the answers, so they have it programmed to have the game only use what was on the internet before the game started. That way there is no risk that you can accidently come across the answers. I enjoyed the a Google a Day challenge because it was fun and interactive. I loved that it timed you because it makes you want to find the answer that much quicker I got to learn that I am good at finding important but small clues that will help me get the answer quicker in the end.

        Another activity we did one day in class was visit a website about an octopus that lived in a tree. http://zapatopi.net/treeoctopus/media.html.  We had to test the Accuracy, correct in all details, Authenticity, genuine and is what it says it is, and Reliability, able to depend on and able to be trusted. The website seemed pretty convincing. When we went out of that website and cross checked the author and information all that came up was that the author and the info were completely unreliable. In the end we found that this website is all made up and every part of it is inaccurate. This would not be able to be used as a reliable source for information in a school project. 

A Google a Day. Digital image. Ms Dunn Online. N.p., 06 June 2011. Web. 7 Sept. 2014.