Andrew Jackson's Presidency

This week in class, we learned about  Andrew Jackson’s long-standing reputation as president. To learn about this topic, small groups were assigned to research various accomplishments and events that occurred during Jackson’s presidency. My group was assigned the topic of slave removal and created a Google Document to show the rest of the class. By creating our own presentations and gathering information from classmates, each student was able to form an opinion about Jackson’s presidency and determine whether his reputation was deserved.

Andrew Jackson was the 7th president of the United States. His presidency was best known for it’s involvement in the Indian Removal Act, the Spoils System, and the Bank War. As a man, Jackson was known as a violent, drunken gambler with a daring spirit. As president, Jackson did not posses many of the traits that a great leader should have. However, Jackson was also known as a great military general, showing that he did have some qualities as an effective leader. In the 1800s, Jackson, along with many white men, became involved in a controversial land dispute with the Indians. Jackson unjustly forced Indians to leave their land and move out west through the use of war and law. This journey that Indians took to the west, known as the “Trail of Tears”, resulted in the deaths of over 10,000 Indians. During the Indian Removal, Jackson sent a letter to congress suggesting that the Indians should be helped in some form, but insisted that the Indians were not aware of what was best for them. Ultimately, Jackson forced the Indians to move out west. Although Jackson often had decent intentions, they often caused controversy. Jackson also greatly impacted the society and financial collapse of the 1800s through the use of the Spoils System. Jackson used the Spoils System to reward those who supported his presidency with important government positions. Jackson based this irrational system on loyalty, rather than skill or intelligence. Overall, over 900 people were removed from their government positions. By giving government positions to those who were loyal to him, he believed that people would have “fresh eyes on the government”. This Spoils System later failed Jackson when one of his workers, Samuel Swartwout, robbed the government of over 1.2 million dollars. Lastly, Jackson’s involvement in the Bank War greatly impacted the government and economy of the 1800s, beginning the expansion of democracy. Jackson feared his people would be exploited by banks and believed that large corporations would destroy small businesses. He issued a bill against the bank’s charter, shifting power from the wealthy and foreigners to regular American citizens. This bill classified all wealthy as predators and spread tension, paranoia, and panic within society. Throughout Jackson’s presidency, many of his actions were driven by his desire to please his constituency. However, despite his intentions, his actions remained controversial.

Throughout Jackson’s presidency,  he had honorable objectives to initiate the equal distribution of power between businesses and social classes. However, the outcome of many of his decisions often resulted in one group being negatively impacted. Jackson deserves the reputation as a “people’s president” despite his lack of support towards some groups, such as the wealthy and the Indians. Jackson’s presidency may be considered a failure by some, but he always had the intention of benefitting the community and pleasing those who supported him. If Jackson had not been such a “people pleaser” during his presidency, then many of the conflicts and historical events of his time may not have occurred.

Rise of Democracy Poster

My group designed a poster to represent and explain the rise of democracy in the United States during the 1800s. We answered the essential question through the analysis of a county election painting, an article about the painting, data from two voting charts, voting quotes, and a primary source about the Dorr War. From analyzing these documents and learning about democracy during this time period, we were able to define the term democracy as "a government controlled by the whole population through elected representatives." My group was able to conclude that during the 19th century, democracy was somewhat prominent. However, it was not completely developed. Women and African Americans had not yet gained the right to vote. However, certain aspects of this system of government remain the same as they are today. For example, even in the 1800s, citizens were able to vote for officials through elected representatives.


P.S. Sorry about the distant view of the photo....it was the best one I had.

Latin American Revolutions

This week during class, we learned about some of the most important Latin American Revolutions. The Latin American Revolutions of Brazil, Gran Colombia, and Mexico stand as few of the most important revolutions due to their major contribution to the abolishment of slavery and independence from European forces. The revolts of these Latin American countries helped contribute to the downfall of slavery in the late nineteenth century. Without these revolutions, slavery may not have been eradicated as it has been in the majority of countries around the world. To study the impact of race on the Latin American Revolutions for independence, we first split into small groups. Each group was assigned a revolution and created a timeline of major events which occurred during their historical revolution. By analyzing documents of our assigned Latin American revolution and creating a timeline, the class was able to gain a better understanding of how race impacted the countries under European control.

The revolts of Brazil, Gran Colombia, and Mexico  resulted from Latin American slaves and laborers being treated poorly due to their race and their desire for independence from European forces. In the Haitian social structure, Slaves and Indians were greatly affected by slavery and discrimination. Indians made up over 50% of the population of colonial Latin America. Indians lived in Latin America before the Spanish arrived and were forced to provide labor in Spanish mines and farms. Slaves were of African descent and made up 11% of the population. Slaves were considered property and could be bought or sold. The three Latin American Revolutions were fought in the hopes of gaining independence from  European rule. They also fought to gain rights for those who were victims of discrimination and enslavement.  Following the revolutions, the  countries of Brazil, Gran Colombia, and Mexico were able to form new, independent government systems which consisted of a republic or a constitutional monarchy. These new forms of government allowed the people to have more rights and increased freedom. However, there were many differences among these Latin American Revolutions. For example, the Brazilian Revolution was the only non-violent revolution. Also, discrimination between races did not become problematic until after the revolution. After the Latin American Revolutions, the countries of Brazil and Gran Colombia detached from European rule and formed their own independent, united countries. Following the Gran Colombia Revolution, Gran Colombia detached from European rule and formed multiple independent countries. Although the countries of Brazil, Gran Colombia, and Mexico gained independence from European rule after the revolutions, racial inequality still remained a problem.

Today, racial inequality remains an issue in our society. Although this issue may not be as prominent as it was nearly 50 years ago, it still continues to affect people regardless of their ethnicity or socioeconomic background.  A recent shooting in Ferguson, Missouri has raised the issue of racial inequality and has caused much controversy around the nation. On August 9th, 2014, Michael Brown, an 18 year old African American male was fatally shot by Darren Wilson, a white police officer. Brown and his friend Dorian Johnson were walking down the middle of the street when Wilson drove up and told them to move to the sidewalk. Brown and Wilson struggled through the window of the police vehicle and Wilson's gun was fired during the course of the struggle. According to reports, Brown was believed to be surrendering to the officer when he was fatally shot. The shooting of Michael Brown exemplifies that to this day, discrimination and racial profiling still occur. The Ferguson shooting points out that differences continue to exist between whites and people of color.  Although it is natural for differences to exist within a society, as a community we must work towards a non-violent, peaceful resolution to conflict.  Unfortunately, despite significant progress, the issue of racial inequality and discrimination remains a large part of our society. As with the Latin American Revolutions, racial inequality and discrimination remain relevant today and will require further attention in order for this issue to be resolved.  As a community, we must work together to solve our differences in a more peaceful manner.

Brazilian Revolution Timeline:

Toussaint L'Ouverture DBQ

Throughout history, many individuals have shared a variety of characteristics which have distinguished them as successful  leaders.These qualities such as, eloquence, honesty and moral leadership are as varied as the individuals themselves.  Malala Yousafzai, for example, is a  human rights activist for women and education and the youngest-ever  Nobel Prize recipient. Malala could be considered one of the strongest child political leaders of all time due to her accomplishments and as a proponent for womens rights. She  is considered one of the greatest leaders as a result of her qualities of strength, moral leadership, and political skill.  Another significant leader,Toussaint L'Ouverture, was a remarkable individual who greatly impacted the abolishment of slavery.Toussaint became the leader of the only successful slave revolt in modern history, the Haitian Revolution.  Toussaint L'Ouverture was born in the 1740’s as a slave. Later in his life he was granted freedom by his owner. Toussaint then rented a small coffee plantation and had slaves of his own.  Over time, Toussaint began to emerge as a leader as he worked behind the scenes to encourage slaves to fight for their freedom. By 1793, Toussaint commanded a rebel army against the French forces on the island of St. Domingue. France abolished all slavery in French colonies, leading Toussant to pledge allegiance to the country and become commander-in-chief on the island of St. Domingue. In 1802, Napoleon Bonaparte had risen to power in France and sent 21,000 French troops to attack St. Domingue. Toussaint was tricked into a negotiation meeting where he was captured and sent by ship to France where he later died in a French jail.  In 1803, Napoleon withdrew from Saint Dominique and by 1804, Haiti had become an independent nation. A great leader should be defined as one who possesses great political skill and moral leadership. The most important aspects of L'Ouverture's legacy included, his role as a liberator of slaves, his role as a strong military commander, and role as the ruler of St. Domingue. Although L'Ouverture was a strong military commander and ruler, his role as a liberator of slaves stood above all else as the abolishment of slavery was his most important concern and  life-long goal.

L’Ouverture’s legacy developed due to his role as an abolitionist. His primary goal was to contribute to the abolishment of slavery. Toussaint LOuverture had a large role in the French Revolution. He initially joined the revolution to serve as a doctor to the troops of  St. Domingue and commanded a small detachment of slave soldiers. L’Ouverture was recognized for being an orderly military commander, using guerilla tactics and European shoulder to shoulder style of combat. After slavery was abolished in France in 1794, L’Ouverture organized an army against the British, once again fighting for the abolishment of slavery. In 1798, L’Ouverture defeated the British and became the ruler of St. Domingue. Napoleon later sent 21,000 troops to St. Domingue to reinforce slavery and captured L’Ouverture. L’Ouverture was held captive in a French jail and died, unable to live to see Haiti gain it’s independence. (Doc A) Throughout Napoleon’s involvement in the French Revolution, Toussaint proved to be a strong, intelligent military leader and most importantly, liberator of slaves. In 1797, L’Ouverture wrote a letter to the French Directory in an effort to preserve the abolishment of slavery. Fearing that the French Directory would reinforce slavery, L’Ouverture wrote, “...they would sacrifice them all rather than be subjected again to slavery...But if...this were to be done, I declare to you that this would be to attempt the impossible: We have known how to confront danger to our liberty, and we will know how to confront death to preserve it”(Doc C). In this letter, L’Ouverture emphasized that it would be nearly impossible to reinforce slavery as the slaves have already been set free and would fight to any means to preserve their freedom.  As a former slave himself, L’Ouverture wrote this letter to preserve the rights and liberties of his people. In July of 1801, the St. Domingue Constitution was signed by Toussaint L’Ouverture. This Constitution declared the rights of slaves. As stated in  Article 14 of the Constitution, "The colony being essentially agricultural cannot suffer the least disruption in the works of its cultivation".  In this declaration, L'Ouverture recognized that agriculture should remain an important part of society and the only way to maintain a stable economy. L'Ouverture declared the abolishment of slavery in this constitution, but also considered society as a whole and the importance of economic preservation. Throughout this Constitution, L'Ouverture proved to be a considerate liberator of slaves, not only declaring the rights of slaves, but he also considered what was best for the community as a whole. L'Ouverture proved to be a great liberator of slaves and  fought selflessly for what he believed in.  Although L'Ouverture had been given freedom from his previous slave owner, he fought for the abolishment of slavery and was willing to sacrifice his own life for the freedom of others.

Although Toussaint is well known as an abolitionist, his role as leader of St. Domingue was also an important accomplishment. L’Ouverture was granted leadership to the island of St. Domingue after he had pledged allegiance to France and was appointed commander-in-chief of the St. Domingue. As stated in Article 28 of the Saint Domingue constitution, “ The Constitution nominate citizen Toussaint- L'Ouverture, Chief General of the army of St. Domingue and...he is entrusted the direction thereof for the remainder of his glorious life”.( Doc C) The advantage of this decision was that he was a well-liked, trusted, and fair leader. However, a disadvantage to this decision would have been the possibility of a dictatorship. In Articles 14,15 and 16, the Constitution also stated, “The colony being essentially agricultural cannot suffer the least disruption in the works of cultivation...Each plantation shall represent the quiet haven of an active and constant family, of which the owner of the land shall be the father...Each cultivator and each worker is a member of the family and is entitled to a share of the revenues”.  By signing this Constitution, L’ouverture declared justice for his people and ensured that his rule would be rightful and constitutional.  On November 25, 1801, L’Ouverture signed a new proclamation. This proclamation reinforced the rules given to workers on plantations. Some workers on plantations still felt enslaved, despite being payed for their labor. Workers often escaped their plantation to work for another. The new Proclamation proclaimed, “All male and female citizens must obtain a security card….Any individual tending to incite sedition shall be brought before a court martial….Any manager of driver or a plantation upon which a foreign cultivator shall have taken refuge shall denounce him to the captain or commander of the section within 24 hours….Vagabond cultivators arrested shall be taken to the commander of the quarter, who will have them sent to the gendarmerie”. ( Doc D) This Constitution set rules for the plantations to follow and reinforced these rules with consequences to those who do not abide.  L’Ouverture had created an orderly, disciplined community, which was an essential component to his rule over a large population. Through the creation and reinforcement of these rules, Toussaint L’Ouverture was successful in his position as the ruler of St. Domingue.

Lastly, another reason for L’Ouverture’s success as a great leader was due to his role as a military commander. Toussaint LOuverture had worked behind the scenes for many years, helping slaves fight for their justice. By 1793, L’Ouverture commanded a rebel army of 4,000 troops against French forces on the island. However, despite his military success,  L’Ouverture did not rule without resistance from some citizens.  L'Ouverture's nephew, Hyacinthe Moyse believed he was wrong to support plantation farming. Moyse believed that plantation farming was too similar to slavery and believed that each worker should be their own boss and farm their own portion of land. Mayse organized a rebellion against L’Ouverture on October 29, 1801. The revolt broke out in the Northern Plain, resulting in the murder of many white landowners. The war cry of the rebels was, “General Moyse is with us-death to all the whites”. (Doc E) Toussaint was so enraged by these actions  that he ordered rebels to blow their own brains out. Toussaint also ordered Moyse’s arrest and execution. Many believe that Toussaint was wrong to execute his own nephew and murder the rebels as the revolt may not have occurred if L’Ouverture had listened to the concerns of his nephew. However, L’Ouverture did have to put an end to the rebellion. Although he may have made poor decisions in  battle, he did conduct himself as a strong military commander, possessed the quality of toughness. In 1801, Napoleon was determined to regain control of St. Domingue, with the intentions of reinstating slavery. Several ships left France between 1801 and 1802 and 31,131 troops landed on St. Domingue. Toussaint gained the respect and confidence of  his soldiers due to his military skills, humanity, generosity, courage, and moral leadership. The French entered the port city of Samana as that was how they were accustomed to beginning battle. Aware of the French’s weaknesses, L’Ouverture burned down the city to avoid giving the French any resources and headed to the mountains. The French were not as familiar with the mountains as L’Ouverture and it provided him with an advantage. (Doc F) The battle between L’Ouverture and Napoleon showed L’Ouverture’s intelligence and strength as a military commander. Although some historians have questioned L’Ouverture’s actions during battle, he demonstrated incredible leadership skills and fortitude throughout his term as a leader.

Although L’Ouverture was a remarkable military leader and ruler of St. Domingue, his role as an abolitionist stood above all else and greatly contributed to his legacy as a great leader. In his roles as  ruler of St. Domingue, military leader, and an abolitionist, L’Ouverture’s strong leadership qualities such as political skill, moral leadership, and toughness enabled him to become a great leader. Toussaint L’Ouverture’s legacy has impacted our modern day leaders and will hopefully continue to inspire those who follow in his path.

Citations:

Doc A: various sources, unknown; Timeline of Abolition in Saint Domingue

Doc B: Toussaint L’Ouverture "Letter to the French Directory, November, 1797."

L'Ouverture, Toussaint. "Letter to the French Directory, November, 1797." Letter to French Directory. N.d. MS. N.p.

Doc C: The Saint Domingue Constitution of 1801, Signed by Toussaint L’Ouverture in July 1801

Doc D: Toussaint L’Ouverture, “Proclamation, 25 November 1801”

Doc E: Madison Smartt Bell, Toussaint L’Ouverture: A Biography, 2007

Bell, Madison Smartt. Toussaint Louverture: A Biography. New York: Pantheon, 2007. Print.

Document F: William Wells Brown, “A Description of Toussaint L’Ouverture” from The Black Man, His Antecedents, His Genius, and His Achievements, 2nd Edition, 1863, Engraving of Toussaint L’Ouverture, 1802

(I couldn’t seem to get rid of that highlighting^^^)

Unrecognized Successes of the Wars of 1830 and 1845

During the 1800’s four major wars occurred: the Decembrist Revolt of 1825, the French Revolution of 1830, the French Revolution of 1848, and the Revolution of Hungarian Independence in 1848. Historians often refer to these revolutions as failures based on the results of these revolts. Many, if not all of these revolutions resulted in failures. However, despite these failures, some of these revolutions contained aspects of success that have been failed to be recognized. In order to gain an understanding of these revolutions, members of the class were assigned a revolution, researched information about it, and create a Survey Monkey.These Survey Monkeys were anonymous surveys that students completed after reading a brief passage about a certain revolution. These surveys tested the students’ understanding of the revolutions and reinforced the information once the correct answers were revealed.

My group was assigned the Decembrist Revolt of 1825. Tsar Nicholas I was born in 1796, the third son of Tsar Paul. As such he had never been expected to become Emperor of Russia, and therefore received no preparation for the role. Despite his lack of experience, Tsar Nicholas admired military discipline and believed in the convictions of duty, order, and honor. After Tsar Nicholas’ death in 1825, confusion over his succession led directly to the Decembrists’ Revolt. Citizens were angered that Alexander had not granted meaningful constitutional change. Citizens wanted Constantine, brother of Alexander I, to rule. Alexander was believed to be more liberal than his brother and was expected to be successful. However, Constantine did not want to rule and Nicholas Alexander was arranged to take the throne after his brother’s death. Nicholas had himself proclaimed tsar and planned to have the Guards regiments in St. Petersburg swear loyalty as soon as possible. According to Mikhail Fonvisin, “....the slavery of the vast majority of Russians who had no rights, the cruel treatment of subordinates by their superiors, all manner of the abuse of power, everywhere arbitrary rule – all this excited the discontent and outraged the patriotic feelings of educated Russians.” Tsar Nicholas’ reign became unjust and his abuse of power were the reasons for the Decembrist Revolt of 1825. Surfs began to riot, but had to be shot by government officials in an effort to control the riots. Conditions in Russia became so horrible and citizens continued to become more and more outraged by his cruel treatment towards his own people. Yakushki stated, “Seeing the insipid life in St. Petersburg and listening to the babbling of old men praising the past and depreciating every progressive step was unbearable. We were a hundred years from them.” Russians were frustrated hearing complaints of Russia’s political problems as they had never travelled outside of the country and seen what could become of Russia. They had never seen that people can have rights and live peacefully. The Decembrist Revolt was not a single event so much as a reaction to the post Napoleonic war situation in Russia. For years, few Russians travelled abroad. They regarded the system as authoritarian with supreme power held by Tsar. Over time, they realized that the outside world had a lot more to offer than Russia. The Decembrist Movement was born out of this realization.

Other revolutions during this time period such as the French Revolution of 1830, the French Revolution of 1848, and the Frankfurt Assembly were also failures. In France during 1830, King Louis XVII’s efforts at compromising power satisfied few people. Ultraroyalists, liberals, and radicals all wanted different styles of government. After Louis XVII, Charles X then inherited the throne. He believed in absolutism. Liberals and radicals rioted, resulting in the abnegation of King Charles X. Louis Philippe then became king. Philippe allowed prosperity of upper bourgeoisie, but suffrage was only given to wealthy citizens. Philippe tried to benefit the middle and upper class, but ignored any issues regarding the poor. Although the French Revolution of 1830 may be considered a failure by historians, this revolution did contain successful aspects, such as the abnegation Charles X and initiating riots against King Louis XVII.

Another revolution seen as a failure by historians is the French Revolution of 1848. In France, everyone denounced Louis Philippe’s government and called for expanded suffrage. By the end of the decade, turmoile spread and Louis Philippe abdigated.  A group of liberal, radical, and socialist leaders proclaimed the Second Republic. Socialists forced the government to set up national workshops to provide jobs for the unemployed. However, upper- and middle-class interests shut down the workshops. Workers rioted, but boirgoisie liberals and peasants fought back. The National Assembly, dominated by members who wanted to restore order, issued a constitution for the Second Republic. It created a strong president and a one-house legislature. Newly elected president, Louis Napoleon, used his position as a steppingstone to increased his power. He later proclaimed himself as emperor and embarked on foreign adventures that brought down his empire and ended French leadership in Europe. Although the French Revolution of 1848 was considered a failure, it could also be viewed as a success. For example, Louis Philippe fled from his reign and a Second Republic was formed. This revolution established the principle to the right to work and the government created resources for the unemployed.

Lastly, in the German states, university students demanded national unity and liberal reforms. Economic hardships and famine brought struggle among citizens. In Prussia, liberals forced King Frederick William IV to agree to a constitution written by an elected assembly. He later rewrote his own, giving power to upper class. Throughout 1848, delegates from German states met in the Frankfurt Assembly. “We are to create a constitution for Germany, for the whole land,” declared one leader. Frederick William IV was offered the crown to a united Germany, but refused. The assembly soon dissolved under the threat of Prussian military. Outside the assembly, conservative forces rallied, sending citizens to prison, from their homeland and sent many to their death. If King Frederick William IV had accepted the German crown and if the constitution had remained, then the assembly would not have been considered a failure. The purpose of the assembly was to create a German constitution that would satisfy the whole of Germany and create a central system of government. Despite the obvious failures of the Frankfurt Assembly, it was an achievement to get the Parliament elected and draw a proposed constitution. Although many historians consider these revolutions as failures, the successes within these revolutions have failed to be recognized. Overall, despite the outcome of these revolutions, I would not label them as complete failures.

Pictures from our Decembrist Revolt Survey Monkey:

Effects of Threatened Authority

Napoleon was a French military and political leader who rose to prominence during the later stages of the French Revolution and its associated wars in Europe. Napoleon conquered many countries and was threatened by many. Napoleon, one of the strongest military leaders of the world, had his power threatened by the major countries of France, Russia, Prussia, Austria, and Great Britain. As Napoleon's power was threatened, he continued to conquer and gain military support instead of creating peace. When one's power or authority is threatened, it is best not to resort to violence, but to create peace. Often, those in a position of power or authority resort to coercion or violence in order to maintain violence. During class this week, we learned about reactions of European powers towards the end of Napoleon's rule and the defeat of his reignofemperor. To learn about Europe's decision making after Napoleon's defeat and aNapoleans actions, we analyzed the document, The Congress of Vienna Decision Making Process, as well as watched a video about Metternich and Napoleon. These activities advanced the class' understanding of the effect of Napoleon, his actions towards Europe, and what superior forces often do and should do when threatened.

After Napoleon's defeat, Europeon powers made changes the the map of Europe. At the Congress of Vienna, European powers would "...plot, scheme, jockey for position, and, in short, infuriate each other as they competed in affairs of state and the heart." Klemens Von Metternich, an Austrian politician and diplomat was one of the most involved European powers regarding the changes made after the defeat. Metternich created an alliance system amongst the European powers which contributed to political and territorial changes. Changes of the map included territorial expansions and the development of new kingdoms. Land was given back to France, Austria, Russia, and Prussia. Also, conservative ways of European society were restored and preserved and Napoleon's nationalistic ways were demolished. This alteration in the map of Europe created a balance of power between Russia, Austria, Prussia, Britain, and France. This balance of power was the idea that national security enhances when military capabilities are distributed so that no one state is strong enough to dominate all others. Balance of power created a defensive coalition because as one European nation or group grew stronger, neighboring countries built up their own strength or formed alliances for mutual defense. Nations continually shifted their support as their allies or rivals changed their aims or grew stronger or weaker, preventing further conquests by theorizing that if one state gains inordinate power, it will take advantage of smaller, weaker neighbors in an effort to motivate those that are threatened to unite. The main goal of balance of power was to match the power against the enemy. Ultimately, the Congress of Vienna labeled Napoleon as the enemy, not all of France. Although France was maintained and given it's own government, they still had to return Napoleon's stolen artwork and accept few punishments.

Although the decisions made after Napoleon's defeat were somewhat successful and war between the five powers of Europe was avoided until 1853,  I believe that more effective decisions and changes could have been established. For example, the balance of power could have been considered aggressive. The balance of power created a climate of fear, manifesting itself in arms races, formed alliances, and in many cases opened conflict. In cases like Napoleon's, the more powerful should be willing to sacrifice some of their power in order to maintain peace. Napoleon should have been willing to compromise with other European forces in order to reach acord regarding power and land. Good, moral leadership occurs when a person or power or moral authority is willing to sacrifice their own person gain for the benefit of other.



Citations:

"Balance of Power - HowStuffWorks." HowStuffWorks. N.p., n.d. Web. 30 Oct. 2014. <http://history.howstuffworks.com/european-history/balance-of-power.htm>.

"The Balance of Power: A Cause of War, a Condition of Peace, or Both?" EInternational Relations. N.p., n.d. Web. 30 Oct. 2014. <http://www.e-ir.info/2011/01/31/the-balance-of-power-a-cause-of-war-a-condition-of-peace-or-both/>.

The Congress of Vienna: 1814-1815. S.l.: S.n., 1983. Web. 30 Oct. 2014. <http://www.edline.net/files/_5TIQE_/994b31edbc4efc0c3745a49013852ec4/Unit_2_Activity_3_CongressofViennaBackground_Rdg.pdf>.

Influential Ideologies of the Nineteenth Century

This week during class, we learned about the major political ideologies of the 19th century and how they influenced social and political action. To help learn and introduce these concepts to the class, students developed presentations and skits to define these ideologies and explain their effectiveness on 19th century society. In order to define these important concepts of nationalism, liberalism, and conservatism, many students used the software, Chatterpix to depict 19th people describing their ideology through historical images. My group, however, created a skit to describe the ideology of nationalism. These presentations furthered the students' understanding of 19th century systems of political belief and how they influenced the social and political action of their time.

For my group's presentation, we made a skit to introduce the ideology of nationalism. Before the skit commenced, I read a brief summary on the concept of nationalism. This summary explained that nationalism is the belief that nations are natural entities that have natural boundaries and consist of people that share language, culture, and history. Nationalism motivated people to be more unified within their country and encouraged the expulsion of foreign rulers. It also motivated people to improve themselves and to become the best nation possible. An example of nationalism is Germany unifying its small countries to create one nation. To further explain this concept, we acted out the unification of Germany. One member of the group represented France and conquered other members of the group who represented separate parts of Germany. Small German countries then combined into one nation to conquer France. To depict the creation of one German nation, the three colors of the German flag were pieced together to create one flag. Nationalism influenced political action in the 19th century by encouraging citizens to fight against foreign rulers to prevent tyranny or dictatorship. Social action was influenced as small countries combined to form one united nation.

Other ideologies represented by student presentations included conservatism and liberalism. Conservatism is the ideology that asserted that tradition is the only trustworthy guide to social and political action.Conservatives influenced political action as they opposed any form of revolution. Conservatives opposed innovation and reform and believed that only bloodshed and chains would result from violence. Conservatives influenced social action by striving to preserve aristocracy and monarchy. Through the preservation of aristocracy and monarchy, social classes were also encouraged. Lastly, the last ideology of liberalism was explained as the belief that the task of government was to promote individual liberty. Liberalism affected political actions by asserting that there are natural God-given rights. During the 19th century, two important philosophers, John Locke and Adam Smith were considered the fathers of liberalism and motivated people to think with reason. These natural rights were granted to everyone, excluding women and the poor. Contrasting conservative views, liberals encouraged innovation and reform. Liberals affected social action in Europe by creating constitutional monarchy, preventing tyrannical rule, and encouraging middle class participation in government matters. Through the use of these three ideologies, 19th century society had differentiating views on political and social matters in Europe.

Referenced Websites:

The French Revolution Had Challenged Europeans' Beliefs In And Assumptions About, Society; The Second Industrial Revolution Seemed To Be Transforming Society At A, Dizzying Pace. In Order To Cope With These Changes, And To Answer The Questions Posed, and By Them, Nineteenth Century European Intellectuals Created, Or Elaborated On, A Variety. "Conservatism Introduction." CONSERVATISM Introduction (n.d.): n. pag. Web. 23 Oct. 2014

Props Used During Presentation:

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Effects of Napoleon's Reign

Napoleon Bonaparte was  a French military and political leader. Napoleon was one of the most brilliant military strategists of all time. During the 1800's Napoleon controlled parts of Europe and impacted much of the the European systems. Napoleon impacted the social, economic, and political systems of Europe. A social system is defined as the patterned series of interrelationships existing between individuals, groups, and institutions and forming a coherent whole. Napoleon also affected the economic system, a system of production and exchange of goods and services as well as allocation of resources within a society. Lastly, Napoleon impacted the political system of Europe, a system of politics and government.

Napoleon has been considered to be one of the most brilliant leaders of his time. He conquered much of Europe in the early 19th century. Napoleon had a great impact on the the face of Europe. History has shown that Napoleon was an effective and charismatic leader. Napoleon was admired by many because of his many conquests and huge armies that he gathered. He was able to convince thousands of people to repeatedly go into battle. Although Napoleon was often admired, he was also considered dangerous and was regarded as tyrannical by many. Napoleon was often regarded as dangerous because he had so much wealth and success, yet he felt the need to continue conquering. His actions represented  greed because of his continuous crave for more power and success. Also, Napoleon was often criticized for his approach as a leader. Napoleon was a hero to some, but a tyrant to others. One who bitterly opposed him was Madame de Stael. Madame de Stael believed that Napoleon forced others into battle, indulged to men's interests , corrupted public opinion, and waged constant war. Madame de Staele stated, "He would like to persuade men by force and by cunning, and he considers all else to be stupidity or folly..." Madame de Staele looked down upon Napoleon and the approaches he took to rule. In contrast, Marshal Michael Ney admired Napoleon as one of his trusted commanders. Marshal Michael Ney stated, "Liberty triumphs in the end, and Napoleon, our august emperor, comes to confirm it. Soldiers, I have often led you to victory. Now, I would escort you to join this immortal legion which the Emperor Napoleon conducts to Paris, and in a few days will reach the capitol." Marshal Michael Ney admired Napoleon more for his military strategies and less for his approaches to rule. Marshal Michael Ney allied with Napoleon and believed that victory would be achieved. Another who admired Napoleon is Boston's John C. Ropes. Ropes stated in his 1885 book, "While we recognize these defects and faults, let us be equally frank in acknowledging his great qualities, -- his untiring industry, his devotion to the public service, his enlightened views of government and legislation, his humanity." Ropes acknowledges both Napoleons faults and strengths. Ropes lists his failures: "....reckless course in 1813 and 1814, of his obstinate adherence to a military solution of the difficulties which encompassed his Empire, of his indifference as a soldier to the evils of war, of his forgetfulness as soldier of his duties as a sovereign.", yet Ropes also acknowledges his successes and presents two perspectives of Napoleon. Ropes has justified that one's perception of Napoleon depends on whether his faults or strengths are valued.

Although opinions of Napoleon May vary, he did impact the social, economic, and political systems of Europe. Napoleon impacted the social systems of Europe by allowing more citizens to more property and access to an education. Napoleon also redrew the map of Europe until only Britain remained outside his empire. This expanded view of the map of Europe depicted how much he had expanded France.  Napoleon impacted economic systems in Europe by restoring economic prosperity. Napoleon achieved this through controlled prices, encouraging new industry, and building roads and canals. The creation of these roads and canals allowed for new industry and increased trade between countries. Also of importance, Napoleon sold the Louisiana Territory in 1803 to the United States.This doubled the size of America and influenced American expansion. Lastly, Napoleon directed French armies to abolish titles of nobility and serfdom, ended Church privileges, removed trade barriers, and stimulated industry throughout Europe. Napoleon impacted political systems of Europe by overthrowing the French Directory. The French Directory planned on using Napoleon for their own achievements. However, after hearing Napoleons plan to overthrow the Directory, five members resigned. Napoleon impacted political systems in Europe by creating a meritocracy. This meritocracy gave power to people selected for their ability, rather than their social class.

Although some may believe that Napoleon was a tyrant, he impacted Europe in many positive ways. Napoleon proved to be a brilliant military leader, conquering numerous countries and recruiting thousands of men to fight for him. Napoleon changed the face of Europe, providing citizens with more rights, increasing industry, and influencing American expansion. Although some criticize Napoleon’s approach as a leader, most would agree that these social, economic, and political changes offered Europe a change for the better.

Unit 3A Activity 1 Review Of Napoleon.notebook, and October 0. Unit 3a Activity 1 Review of Napoleon.notebook (n.d.): n. pag. Mrs. Gallagher. Web. 16 Oct. 2014. <http://www.edline.net/files/_5HGn0_/5651effb1c9e29e53745a49013852ec4/Unit_3_Activity_1_Lesson_Notes.pdf>.

Capitalism, Socialism, Communism: Chocolate Edition

During class this week, we demonstrated the concepts of capitalism, socialism, and communism using Hershey kisses. These Hershey kisses represented money in this activity. Few students were given eight Hershey kisses while most were given two. This separation of students with few Hershey kisses and many Hershey kisses represented the separation of the wealthy and the poor. Students then played a round of rock, paper, scissors to gamble their candy. The concept of capitalism was demonstrated by the students owning their own candy, choosing who to play with, and the possibility of winning or losing more candy. Reflecting all economic systems, there were complaints from students with few Hershey kisses, and the arguments about the fairness of the game. Next, the concept of socialism was demonstrated. It was demonstrated by the recollection of Hershey kisses by the teacher and equal distribution of Hershey kisses to every student. Lastly, the concept of communism was represented. This was represented by the students' refusal to gamble their new amount of candy and the teacher role no longer needed in the activity. I really enjoyed this activity. I thought it was a good hands-on activity that taught students the meaning of capitalism, socialism, and communism. It was fun to gamble our candy, but was frustrating at times to see that students that initially had more candy were still participating in the game.

During the Industrial Revolution, Karl Marx's theory changed the way people viewed the rich and poor. Marx created the theories of capitalism, socialism, and communism, also known as Marxism.  He theorized that capitalism consisted of private ownership of industry, freedom of competition, unequal economic classes, class struggle, and revolt of workers. Capitalism is an economic and political system in which a country's trade and industry are controlled by private owners for profit, rather than by the state. Marx believed that in order to make things fair, people would create a government system of socialism. Marx theorized that socialism consisted of government ownership of industry and the goal of economic equality and a classless society. Socialism is a political and economic theory of social organization that advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole. Lastly, Marx theorized that communism would be used to avoid sharp divisions of rich and poor. Communism consists of the goal of a classless society and a society without the need of government. Communism advocates class war and leads to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs. Through the use of these three practices, the poor were able to create a fair, equal society. During this era, economist Adam Smith developed the theory of theinvisible hand. Smith theorized that the poor would be able to help themselves by spending their money on their own interest. This means that producers would offer the best deals as consumers demanded good quality products. The producers would expand their business by meeting the consumers' standards. If producers work hard to make high quality products at low prices, then they will make money. Smith's theory helps the poor by limiting the government, allowing free trade and free markets, and allowing all workers to be consumers. All workers are able to be consumers as they are paid fair wages from their hard work to help maintain successful businesses and to ensure that workers take part in in the purchasing of goods.

I believe that both Marx's and Smith's theories are accurate and I don't believe that there is another solution. However, I agree most with Smith's theory as it is very evident in present day industrialization. Today, businesses are constantly trying to offer sales and deals to their consumers, while still offering high quality products. With these offers come more consumers, which inevitably expand their business. Workers are paid fair wages as they have to work to provide products for their business and must take the role of a consumer. Also, if one's business becomes successful from the production of high quality goods at low prices, then workers are allowed a higher wage from the expanded income. To this day, both theories are somewhat evident and help to industrialize our generation.

"What Motivated Adam Smith?" YouTube. N.p., n.d. Web. 09 Oct. 2014. <http://youtu.be/kqMK3LmHPZs>.
"What Motivated Adam Smith?" YouTube. YouTube, n.d. Web. 09 Oct. 2014. <https://www.youtube.com/watch?v=kqMK3LmHPZs&feature=youtu.be>.
"Mini Bio: Karl Marx." YouTube. YouTube, n.d. Web. 09 Oct. 2014. <https://www.youtube.com/watch?v=16IMc5mhbZk&feature=youtu.be>.

Women Making A Difference

Option 2: Explain what motivated women to go to work in the Lowell mills. What were the costs and benefits of their decision? How did opportunities for women and restrictions on their working lives reflect attitudes towards women during the 1800's?

During the era of the Industrial Revolution, most families faced social and economic hardships. Almost all families were below the poverty line, despite working long hours. Living conditions became so horrid during this time period that many families began to live in slums. The Lowell Experiment was developed to change the way that industrialization affected families during the 1800s. The Lowell Experiment was an industrial project that was established to avoid the negative aspects of industrialization. The Lowell Experiment was a method of recruitment used to persuade girls to come work at the factories.  As this project became more popular, more girls became part of this movement to support their families and earn more money to supplement their household incomes.

The Lowell Experiment persuaded families to allow their daughters to come and work at the Lowell mills by providing a stable working environment for the girls. Strict rules and behavior codes were enforced on the girls such as, going to church at ten o’clock on Sundays, receiving an education, and avoiding relationships with males while working in Lowell. The Lowell Experiment also provided a mother figure for this young work force. The mother figure, the boardinghouse keeper, would supervise the girls after their work in the boarding house. There was also a “paternal system” created similarly to 19^th century dynamic, which protected the women. The Lowell Experiment provided a “home-like” environment, which persuaded families to allow their daughters to work in Lowell. This experiment offered both benefits and disadvantages to the girls of Lowell and their families. The girls of Lowell were by benefited by earning their own money, getting the opportunity to buy their own clothes from the city, receiving an education, and gaining independence. However, the girls were rarely able to see their families, were prone to injuries in the mills, especially if they had long hair. In addition, the girls could be targets for unfair wage cuts in the mills and they had to follow strict behavior codes. Also, the girls had the possibility of becoming blacklisted if caught doing something bad. This mill status could cause girls to have a bad reputation and a hard time getting married. More importantly, possible health issues could result from the strenuous work. The girls’ families were benefited by receiving some of their daughters’ wages, while knowing that their daughters were being well cared for at the mills. Despite the financial benefits, the separation from family and potential injuries often overshadowed this gain.

According to A World In Transition, “Women had fewer rights than men...and life outside the family was almost impossible for women during these years.” Mills girls changed the common perception of women by working outside of the home, living away from their parents, being educated, writing for the public and taking part in labor reform.  Prior to the Lowell Experiment, girls were forced to stay at home, help take care of the family, and forgo an education. However, a boy’s wage remained significantly larger than that of a girl’s. This implied that men were still seen as superior to women both socially and economically. After working at the mills, around the age of twenty one, many women would go on as outspoken abolitionists and women’s rights activists. The Lowell Experience changed many families’ lifestyles and contributed to women’s rights.

MOSI Google Hangout

On Wednesday, September 24th, our class was given the amazing opportunity to have a live Google Hangout with workers of the Museum of Science and History. During our live chat, Jamie, our museum curator, showed us some machines used in the factories in the textile industry during the Industrial Revolution. To prepare for this chat, the class investigated documents on the MOSI website about the textile industry, analyzed a prepared video from Jamie, defined important textile terms, and developed questions to ask Jamie during our live chat.

I really enjoyed the live Google Hangout. While chatting with the museum curators, I learned a lot about the textile industry during the era of the Industrial Revolution. During the live chat I learned about the evolution of the textile process. During the seventeen and eighteen hundreds, cloth was made in mills by workers using dangerous machines such as power looms and speed frames. These machines often caused fatal injuries and death among factory workers. Today, many of the machines used are robotic and prevent injuries while producing cloth more efficiently. A positive impact that the industrialization of the textile industry had on families was the availability and mass production of cloth, making it easier for people to access this product. A negative impact that the industrialization of the textile industry had on families was child labor and poor working conditions in the mills. During the Industrial Revolution, many families faced economic hardships and were forced to send their children to labor in factories to work under dangerous conditions. These employees often worked under poor conditions such as, long hours in the mills, abusive treatment from over lookers of the mills, and the constant risk of injury due to working with such dangerous equipment.

Overall, during our interactive session, I learned a lot about the industrialization of the textile industry during the Industrial Revolution. I feel that it was beneficial to learn about this topic from an outside expert as they were able to provide  our class with specific information about the machines used to industrialize the textile industry and the lifestyle of factory workers during this era. I believe that it was extremely helpful to see these machines via live chat as it gave me a better understanding of how the machines worked and what purpose they served. During the live chat, I enjoyed seeing the machines on and running to help understand the jobs of workers in the mills during the Industrial Revolution and the function of the machine. If the class were given another opportunity to speak with experts via live chat about another topic in our curriculum, I think it would be very beneficial to the students.

Picture of the loom from Google Hangout

Cat Almeida DBQ

The Industrial Revolution, an era of technological advances, occurred during the 17th and 18th century. The Industrial Revolution has had a major impact on present day industrialization. Without the inventions and achievements of the Industrial Revolution, we would not have the technology that we have today. Along with the growth and success of the Industrial Revolution came poor living and working conditions. As a result of the large amount of industrialization, many people gave up working on farms to work in mills and factories. However, poor working conditions were not inevitable. Although it was common to work in unsanitary, dangerous conditions, research has proven that it is possible to have a healthy working environment in the factories and mills.

Throughout his lifetime, Charles Dickens visited factories in Lowell and Manchester, England. He wrote about the various conditions he witnessed during the Industrial Revolution. Dickens noticed many differences between the environments of the factories. Economic and social structures contributed to the differences in the establishment of industrialization in both locations. (Background Essay) “..Britain had a population boom, which created a large population of  children to be hired at cheap wages”. On the other hand, “...the United States was expanding westward, which kept most parents and children from working on the farm together.” Therefore, families did everything in their power to avoid sending their children to work in the mills. Dickens believed that Lowell offered better working conditions than those of England. Lowell built boarding houses and forced women to keep a strict code of working behavior. He also believed that Lowell “showed him that it was possible for industry to become successful and humane at the same time.”

While in Lowell, Dickens recorded his observations of the working conditions of the factories and mills. Dickens observed, (Document A) “These girls, as I have said, were all well dressed.” Dickens noted that the people of the mills had a healthy appearance. Dickens also took note of their work environment. He recorded:  “There were green plants…...There was as much fresh air, cleanliness, and comfort.” Few children worked at the mills. However, the children that did work at the mills worked for no longer than nine months a year to receive an education. Dickens stated, “...not one young girl...I would have removed from those works if I had had the power.” Lowell put the health and needs of their workers before making a profit which led to the success of Lowell’s industrialization.

The working environment of mills and factories in England differed greatly to conditions in Lowell. The workforce in England consisted mainly of children. Young children were often assigned dangerous jobs such as working the carding engine and cleaning cotton from in between spinning shafts. Also, it was observed that mills consisted of (Document B) “...so many as twenty girls  without any woman presiding over them….” The mills were not only a hazard to workers’ health, but also to their privacy.

Often, workers wrote letters to their families at home, keeping them updated on their lives and schedules. For example, Mary Paul, at the age of fifteen began working in the Lowell mills and wrote to her father. While working in the mills, Mary received a sufficient payment and lived in a well-run boarding house. Mary did, however write to her father regarding factory incidents. Mary wrote, (Document C) “My life and health are spared while others are cut off. Last Thursday one girl fell down and broke her neck which caused instant death.” Although Mary wrote of tragic incidents that happened in the mills, she did write that she enjoyed working at the mills and planned on working there for at least one year.

Reports and letters from factory workers from England offer a different perspective of their work schedule. For example, Hannah Goode’s testimony to the Factory Inquiry Commission reports the horrid environment and conditions of a factory in England. Hannah Goode’s testimony states, (Document D) “We never stop to take our meals, except at dinner. It has gone on this six years and more….” Hannah Goone’s testimony states that her overlooker is cross-tempered and beats small children if they are not working correctly. Hannah was paid very little, could not read well, and did not know how to write. Hannah Goone’s testimony depicts the horrific conditions of the mills and the effects on their workers.

Based on this documentation, it is clear that poor working conditions were not inevitable in the mills during the Industrial Revolution. Although factories and mills in England offered dangerous work environments, the mills and factories of Lowell proved that was possible for mills to provide a safe work environment. Accidents were inevitable as a result of working with such dangerous equipment. However, the mills of Lowell proved that happy, healthy working conditions may exist while maintaining a successful industry during the era of the Industrial Revolution.

Museum Curator Reflection

Picture of Our Exhibit:



For the analysis portion of our curator, my group observed multiple sources regarding the negative effects of the Industrial Revolution. The analysis process included finding the source name or title, date of the source, author, location, what motivated the author to produce the source, and what the visitor should learn from the source. Analyzing sources is an integral part of curating to ensure that the curator has an exceptional understanding of the topic being taught to visitors. My group's exhibit informed visitors about the negative effects if the Industrial Revolution. Most of the negative aspects of this era revolved around pollution and poor living conditions. Our sources consisted of: "Industry 1715-1815", a map of England representing regions of important inventions or achievements, "View of Manchester", an image of the abundant amount of pollution in Manchester, "Observations of the Filth of the Thames", a letter written by Professor Michael Faraday expressing his anger towards to pollution in the Thames River, created by factories, "Evidence on the Standard of Living
Debate in Great Britain", a table of statistics depicting the average income and cost of living during
the Industrial Revolution, showing that one would never be able to escape poverty, "A Victorian Slum", an image depicting the poor living conditions on Dudley Street, and "Differing Views of English Industrialization in the 1880's", an article depicting two opinions and perspectives of the Industrial Revolution. My group chose our title, "Progress Has A Price" to accentuate that even though the Industrial Revolution revolutionized the world, this era had negative effects on the people and environment during this time period. As visitors come to view our exhibit, my group hopes to inform them on the negative effects of the Industrial Revolution and how they impacted the people of this era.


Various posters focused on other themes and aspects of the Industrial Revolution. Other important
aspects of the Industrial Revolution included transportation, child labor, slavery, and sewing. Transportation was an important part of the Industrial Revolution as it allowed perishable goods to be transported quickly. The innovations of the steam engine and the railroad revolutionized
transportation and partially led to the success of the Industrial Revolution. Child labor was also an important topic of the Industrial Revolution. Many children worked in factories and textile mills to help support their families. Often, children worked under poor conditions and risked their health by working in these mills and factories. Another topic connected to the Industrial Revolution is slavery. The bales of cotton sent to factories were picked by slave laborers. These slaves worked under poor condition and under demanding overseers. Lastly, sewing served as an important part of the Industrial Revolution. In an effort to decrease the amount of manual sew work, the almond loom, spinning jenny, mechanized loom, and the spinning wheel were invented. These machines were often run by wives and children.