The Rich Get Richer and the Poor Get Poorer #4

After spending the last few weeks studying the theme People, Places, and Power through the lens of the topic Labor vs Big Business, we started to learn about the themes application in other topics. The past two days in class, different groups gave presentations on the topic that they had studied. Each group had a different topic and made a presentation, a survey, and a short video. All of these topics allowed a broad idea of the theme to be formed.

Imperialism: America
This topic was about how the United States took control of many Central and South American countries. They did this out of interests to boost patriotism and the economy and assert their power. The United States invaded Cuba to boost the economy by growing crops there and showcase their powerful navy by building naval bases.

Imperialism: Europe and Africa
Acting on the belief that they were superior, due to social Darwinism, European powers met with each other and laid claims to all of Africa. They were able to conquer Africa because of their technological superiority. They went in with the sole goal of helping themselves and their economies and did not care about the Africans, millions of whom died.

Native Americans and the West
The United States kicked Native Americans out of the West as settlers expanded west. They were motivated by the need for land to farm and forced the Native Americans to walk hundreds of miles to reservations where the U.S. tried to force their culture on them. These reservations had very poor land for farming and often did not even have enough water. 

Immigration: Asia
It was very difficult for many Asian immigrants to enter the country as laws barred Asian laborers from going to United States, so many pretended to be wives or children of American citizens. The ones who did immigrate worked dangerous jobs at very low wages. White workers did not like that they worked for less and blamed them for their own difficulties and they discriminated against the immigrants with laws such as one that prevented them from going to white schools.

Immigration: Europe
Immigrants from Europe were subject to many difficulties, discrimination, and hatred. On Ellis Island, they faced grueling interrogations and health checkups and were deported if they did not meet standards. Once in the country, they lived in cramped tenements in ghettos and had difficulty finding work. 

The Rich Get Richer and the Poor Get Poorer #3

For this part of the People, Places, and Power project, we worked in groups to create a presentation, photo essay, and survey. This presented both  difficulties and benefits. One of those benefits was a better understanding of the topic, Labor Vs. Big Business. One thing the group did was narrow down the key terms which made me realize what the key details of the topic were and what was not important to the topic. I also understood some of the key terms better because other peoples' definitions did a better job at explaining them to me and their significance than the sources did. My group also categorized the key terms and enduring understandings into people, business, labor, and strikes. This method of organization helped to fit everything into people, places, and power. The group also refined both the wording and content of the enduring understandings which made them fit the theme even better as well. Narrowing them down to four made us decide what was actually important. Also, assigning a category and specific key terms to each enduring understanding helped increase my understanding of the topic. They put it together with relevant information and helped to reach the core of their meanings. 

The process of making the photo essay was very interesting and educational. We had to work as a group to decide on the direction we would take with the photo essay and which images to use, which involved a decent amount of disagreements. However, this process of discussion led to a more refined and well thought out project and, overall, proved beneficial. Having to write very short captions to explain a lot of information also helped to refine our topic. For the photo essay, we used an app called Videolicious. This app had a lot of problems and limitations and I would not want to use it again for an assignment like this. One main issue was it only allowed the video to be 60 seconds long. This was far too short and led to a lot of important information being left out and the recording being almost un-understandably fast. We ended up having to make two videos, so it would not sound so rushed. Overall, the app had too many issues to use well and create a quality video. 

The Rich Get Richer and The Poor Get Poorer #2

In the effort to deepen my understanding of the theme, “People, Places, and Power,” and the topic, “Labor vs. Big Business,” I completed an interactive activity on the topic. The interactive activity, about the Homestead Strike of 1892, can be found at: http://ftp.learner.org/courses/amerhistory/interactives/sources/E5/e1/event.php.

This activity provided many primary sources  about the strike from the perspectives of the strikers, the company, and the press. From this activity I was able to gather more information my topic, additional evidence to back up my enduring understandings, and also develop another enduring understanding.

Key Terms

Transcontinental Railroad- railroad going from east to west coast, example of poor treatment of workers and corruption by company

Immigrant Workers- used as cheap form of labor by many corporations

Mass Production- production in large quantities

Andrew Carnegie- Powerful and wealthy industrialist who created US Steel Corporation

Robber Barons- term used to describe powerful industrialists implying they built fortune by stealing from public

Captains of Industry- term used to describe powerful industrialists implying they had positive effect on nation

John D Rockefeller- Powerful and wealthy industrialist who created Standard Oil Company

Social Darwinism- extended Darwin's natural selection to society and economic success, argued society and government should not interfere with business

Oligopoly- market structure which is dominated by only a few large profitable firms

Monopoly- complete control of a product or service by one company

Economics of Scale- as production increases, cost per item decreases

Vertical Consolidation- control of the many different businesses that make up all phases of a products development

Horizontal Consolidation- bringing together many firms in same business

The Sherman Antitrust Act- outlawed any combination of companies that restrained interstate trade or commerce

Union- organization of workers that gave them power in numbers

Strike- organized refusal to work by workers as form of protest, often turned violent during the period

Scab- worker brought in to break strike

Great Railroad Strike of 1877- strike over wage cuts of railroad workers that began series of violent labor strikes

Haymarket Riot- labor demonstration that turned deadly when bomb exploded at police that resulted in many deaths and wrongful punishments of falsely accused conspirators. Well known example of tension between police and protesters

Homestead Strike- strike against Homestead steel mill in Pennsylvania.

Enduring Understandings

Those with great economic power and those with great political power tend to have aligned interests:

• J.P. Morgan made sure his creation of US Steel Corporation was successful “by making sure Congress passed tariffs keeping out foreign steel” (Robber Barons and Rebels, 257).
• The Central Pacific Railroad “spent $200,000 in Washington on bribes to get 9 million acres of free land and $24 million in bonds” (Robber Barons and Rebels, 254).
• "Governor Pattison, being convinced that Sheriff McCleary is unable to restore order at Homestead, has ordered out the entire National Guard–8,500 men-all the available military force of the state, to Homestead for service. It is understood that the Governor's purpose in calling out the entire National Guard is to make sure that there will be no demonstration on the part of the locked-out men. He thinks that men will quietly submit before such an overwhelming force, while they might resist if one regiment was sent here" (New York Herald, July 11, 1892). 

People in power have little regard for the wellbeing of the lower class:

• “The Union Pacific [Railroad] used twenty thousand workers- war veterans and Irish immigrants, who laid 5 miles of track a day and died by the hundreds in the heat, the cold, and the battles with Indians opposing the invasion of their territory” (Robber Barons and Rebels, 255).
• “One Italian man, told he was going to Connecticut to work on the railroad, was taken instead to sulfate mines in the south, where he and his fellows were watched over by armed guards in their barracks and in the mines, given only enough money to pay for their railroad fare and tools, and very little to eat” (Robber Barons and Rebels, 266).
• "The company would make no more agreements with the Amalgamated Association; it would itself determine the wages to be paid. In fact, he would not recognize the union at all. He would not treat with the employees collectively, as before. He would close the mills, and the men might consider themselves discharged. Thereafter they would have to apply for work individually, and the pay would be arranged with every worker separately" (Living My Life). 

People will do anything and risk everything to be heard and protect their rights.

• Shows large force of strikers after defeating Pinkerton detectives, hired security brought in to stop the strikes. The violence of the incident and solidarity of strikers shows there determination to win the strike. (Cover of Harper's Weekly, July 16, 1892)
• Now the troubles down at Homestead were brought about this way,
  When a grasping corporation had the audacity to say:
  "You must all renounce your union and forswear your liberty
  And we will give you a chance to live and die in slavery."
  Now this sturdy band of workingmen started out at the break of day,
  Determination in their faces which plainly meant to say:
  "No one can come and take our homes for which we have toiled so long,
  No one can come and take our places—no, here’s where we belong!" ("Song of Strike" by George Swetnam)

The people on the bottom of the power structure in the struggle between laborers and big business were the factory workers. Businesses only amassed there massive amounts of wealth at the expense of their workers. These workers faced low wages and horrible working conditions. If they spoke up, they were fired. Workers tried to form unions so they could unite and have more power to fight the corporations than they did as individuals. However, the companies did not want this to happen and many, such as at the Homestead factory, refused to recognize the unions (Living My Life). To try and be heard and have their  demands met, workers would go on strike. These strikes could become very violent such as the Homestead strike did where many were killed and both private mercenaries and the states entire national guard, 8,500 men, were brought in to stop it (New York Herald, July 11, 1892). These strikes were a display of solidarity for the strikers. They sang songs with lyrics like:

"Now, boys, we are out on strike, you can help us if you like,
But you need not till I tell you what it's about.
They want to lower our wages, we think it is not right;
So for union's cause I want you all to shout.

We will sing the union's praise while our voices we can raise" ("The Homestead Strike") 

While these strikes usually very large and well organized, they often reaped little reward because the corporations would break up the strikes or hire new workers rather than give in to the strikers demands and lower their profits. With little change occurring, the workers were horribly mistreated and powerless, so many workers suffered and remained in horrible conditions at the bottom of the power structure. They were victims of the power of the corporations. 

The Rich Get Richer and the Poor Get Poorer #1

Almost all historical events have these three commonalities; they involve people, places, and power. Since this theme is so frequently present in history, it can be used to study almost any topic. This unit in history, is a project studying this theme on various topics, mine being Labor vs. Big Business. This particular post is to define the key terms of the readings on the topic and to develop some “enduring understandings,” general statements taken from the topic that can apply to anything.

Key Terms

Transcontinental Railroad- railroad going from east to west coast, example of poor treatment of workers and corruption by company

Immigrant Workers- used as cheap form of labor by many corporations

Mass Production- production in large quantities

Andrew Carnegie- Powerful and wealthy industrialist who created US Steel Corporation

Robber Barons- term used to describe powerful industrialists implying they built fortune by stealing from public

Captains of Industry- term used to describe powerful industrialists implying they had positive effect on nation

John D Rockefeller- Powerful and wealthy industrialist who created Standard Oil Company

Social Darwinism- extended Darwin's natural selection to society and economic success, argued society and government should not interfere with business

Oligopoly- market structure which is dominated by only a few large profitable firms

Monopoly- complete control of a product or service by one company

Economics of Scale- as production increases, cost per item decreases

Vertical Consolidation- control of the many different businesses that make up all phases of a products development

Horizontal Consolidation- bringing together many firms in same business

The Sherman Antitrust Act- outlawed any combination of companies that restrained interstate trade or commerce

Union- organization of workers that gave them power in numbers

Strike- organized refusal to work by workers as form of protest

Scab- worker brought in to break strike

Great Railroad Strike of 1877- strike over wage cuts of railroad workers that began series of violent labor strikes

Haymarket Riot- labor demonstration that turned deadly when bomb exploded at police that resulted in many deaths and wrongful punishments of falsely accused conspirators. Well known example of tension between police and protesters

Enduring Understandings

Those with great economic power and those with great political power tend to have aligned interests:

• J.P. Morgan made sure his creation of US Steel Corporation was successful “by making sure Congress passed tariffs keeping out foreign steel” (Robber Barons and Rebels, 257).
• The Central Pacific Railroad “spent $200,000 in Washington on bribes to get 9 million acres of free land and $24 million in bonds” (Robber Barons and Rebels, 254).

People in power have little regard for the wellbeing of the lower class:

• “The Union Pacific [Railroad] used twenty thousand workers- war veterans and Irish immigrants, who laid 5 miles of track a day and died by the hundreds in the heat, the cold, and the battles with Indians opposing the invasion of their territory” (Robber Barons and Rebels, 255).
• “One Italian man, told he was going to Connecticut to work on the railroad, was taken instead to sulfate mines in the south, where he and his fellows were watched over by armed guards in their barracks and in the mines, given only enough money to pay for their railroad fare and tools, and very little to eat” (Robber Barons and Rebels, 266).

The topic, “Labor vs. Big Business: The Rise of Corporate America,” fits the theme, “People, Places, and Power,” very well so far. For people, the topic mainly focuses on the wealthy industrialists, such as Carnegie and Rockefeller, and the poor laborers. The industrialists had the power of the lower class of America. They used their power in order to increase their power even more and prevent others from gaining such power. This power struggle led to many poor laborers revolting in places all over America, including Haymarket, Chicago. These things all fit together to relate to the theme nicely.

The South: The Killers of Reconstruction

The era after the Civil War was an era of hope and promise. Blacks were no longer enslaved and many people wanted blacks to achieve equality. The 13th, 14th, and 15th amendments were passed, legally granting blacks much of the freedom and equality they sought. This twelve year period was known as the Reconstruction. However, by 1877, the Reconstruction was effectively over and enforcement of these amendments stopped. Without federal enforcement, blacks lost many of their newly earned freedoms. The end of Reconstruction was the result of many actions by many different people all over the country. While both the North and South contributed to the downfall of Reconstruction, the South was mainly responsible for its end.

One reason the North ended support for Reconstruction was that they had other, arguably more important, issues to deal with. Instead of focusing on Reconstruction, “many Northern voters shifted their attention to such national concerns as the Panic of 1873 and corruption in Grant’s administration” (C). Northerners felt that Reconstruction was irrelevant to them because it was happening far away, so they did not view it as important. Support and resources were diverted away from the Reconstruction to support the other issues that they felt needed more attention. Another reason that Northern support dwindled, was that many northerners were not ready for some of the reforms that the Reconstruction was pushing for, especially giving blacks political freedom. This was a widespread thought in the North as shown by the pro-freedman Boston Evening Transcript publishing that “the blacks, as a people, are unfitted for the proper exercise of political duties” and that “blacks needed a period of probation and instruction” (D). They felt that blacks were not educated enough to thoughtfully participate in the political system and, therefore, should not participate until they became educated. They also saw blacks as unfit for for office as demonstrated by the northern political cartoon below. Since northerners were not interested in seeing some goals of the Reconstruction fulfilled, their support decreased. This loss of northern interest and support in the Reconstruction was partially responsible for its downfall.

The cover of Harper’s Weekly, March 14, 1874.

While northern responsibility for the end of Reconstruction is from their neglect, the South did many deliberate and horrible things to force the end of Reconstruction. The main groups pushing for its end were the KKK and other white supremacist organizations. Not only did they attack and intimidate blacks, they also threatened carpetbaggers, who were Northerners in the South who supported Reconstruction, and scalawags, who were southerners who supported Reconstruction. The KKK were ruthless and indiscriminate in their attacks. One republican state senator, John W. Stephens, “was foully murdered by the Ku-Klux in the Grand Jury room of the Court House” (A). Murdering a senator in a courthouse shows that the KKK were trying to send a message; they did not want supporters of the Reconstruction around and they would do anything they had to to end support. These attacks not only eliminated some of the KKK’s key opponents, it terrorized many others into stopping supporting the Reconstruction, as they were not willing to risk their lives for it. One specific goal of the KKK’s terrorism was to prevent blacks from exercising their political freedom. When blacks actually did vote, the KKK would make sure they voted for who the KKK wanted by beating blacks who voted for the republican candidate (B). Not only did this limit their freedom by taking away their free choice, it also led to the end of the Reconstruction. By making blacks vote for democrats or not vote at all, it allowed the KKK’s candidates to win office and pass laws limiting their rights even more. They also were able to put more pressure on the federal government to end Reconstruction from their offices. These were some of the main reasons that the Reconstruction era ended.

While both the North and South played major roles in the ending of the Reconstruction, the South is mainly to blame for it. Northerners grew apathetic on the issue which allowed the KKK and other southern groups to  become more aggressive in their intimidation and other methods to end Reconstruction. It was the South that actively and intentionally worked to limit blacks’ rights and stop supporters of the Reconstruction. The North was negligent, but their negligence did not end Reconstruction, it simply gave the South the opportunity to end it. Since the South deliberately worked towards its end, it can be known as the killer of Reconstruction.

Sources:

A: Albion Tourgee, Letter on Ku Klux Klan Activities, New York Tribune, May 1870.

B: Abram Colby, testimony to a joint House and Senate Committee in 1872.

C: Gerald Danzer et al., The Americans, McDougal Littell, 1998.

D: Heather Cox Richardson, The Death of Reconstruction: Race, Labor and Politics in the Post-Civil War North, 1865-1901. Harvard University Press, Cambridge, Massachusetts, 2001.

The Beginning of the End of the Civil War

If there is one point in the Civil War to be considered the turning point, it is the Battle of Gettysburg. Before Gettysburg, the confederacy was winning in the eastern theatre, but Gettysburg was a major victory for the union both on and off of the battlefield. One way the battle was a turning point was in resources. Before the battle, the confederacy was low on supplies and went into Gettysburg with hopes of winning and resupplying. The battle was the last plan for resupplying the already extremely weak army, so the loss was the final blow. Without proper supplies the confederacy could not continue to fight. Gettysburg also affected confederate resources in terms of troops. As shown in the charts below, the confederates and the union suffered similar casualties. However, at that point the size of the union army and the pool of eligible men were about five times those of the confederate army. This means it had a much greater effect on the confederacy than on the union.

Gettysburg also had an effect on morale for both sides. The conditions the confederate army was facing without adequate supplies and yet another loss were very demoralizing for the south. Many people did not believe Robert E Lee would win another battle again. Since the south lost the will to fight, it sped up the end of the war. The union received a morale boost from the battle and Lincoln’s Gettysburg Address. His address changes the reason for the war to fighting for the freedom of all people and it gives the army a reason to fight. The morale boost and sense of purpose the union receives helps them win the war. All of these occurrences of the battle of Gettysburg are reasons why it was the turning point of the Civil War.

Important victories like Gettysburg alone would not end the war immediately and the union hoped to speed up the end of the war. They developed a new tactic called “total war”. The idea of total war was, as the union progressed through the south, to destroy everything in their path including civilian property. The theory was that if they totally destroyed the South’s ability to wage war, they would lose morale and be more likely to surrender. Sherman, who practiced this tactic said “War is cruelty, There is no use trying to reform it. The crueler it is, the sooner it will be over.” The whole purpose of total war was to end the war quicker by using all means necessary to force the confederacy to surrender. This tactic brought up a moral and ethical dilemma because it attacked civilian property and sometimes endangered civilians. One example was Grant’s Siege of Vicksburg. He constantly shelled the city and forced the inhabitants to move into nearby caves to escape the danger. The caves were very unpleasant places to live as described by one person who experienced it:

          

•   "Our new habitation was an excavation made in the earth, and branching six feet from the entrance, forming a cave in the shape of a T. In one of the wings my bed fitted; the other I used as a kind of dressing room; in this the earth had been cut down a foot or two below the floor of the main cave; I could stand erect here; and when tired of sitting in other portions of my residence, I bowed myself into it, and stood impassively resting at full height ­ one of the variations in the still shell­expectant life… we were safe at least from the fragments of shell and they were flying in all directions­ though no one seemed to think our cave any protection should a mortar shell happen to fall directly on top of the ground above us.”- Mary Ann Loughborough 

While total war did have a serious and negative impact on civilians, its use was justified. Total war sped up the southern surrender and ended the Civil War quicker than it probably would have ended without total war. While some civilians suffered and possibly died, the overall casualties were much less than those from the months or even years of battles the campaign likely avoided. Total war was a brutal but effective strategy to end the Civil War more quickly.

Once the Civil War finally ended, the reactions of the people were not as one may have expected especially from the victors. The soldiers were relieved that the war had finally ended, but were mournful of the many fellow countrymen killed on both sides. They were exhausted both physically and emotionally. Grant accepted Lee’s surrender without excitement, but with respect for the man who once fought alongside him. In Washington, there were great celebrations, but Lincoln was exhausted and somber. Throughout the country, people were ready to rebuild the country. Overall most people were just glad to be able to finally move on. However, some southerners were not willing to accept that they had lost and decided to keep fighting. One of these men, John Wilkes Booth assassinated Lincoln in a last ditch attempt to cripple the union and give the south another opportunity. Across the country, many people were devastated by the loss of Lincoln. He was mourned greatly and remembered as one of our greatest presidents.

http://www.edline.net/files/_zGHaC_/96f92692263e53293745a49013852ec4/Gettysburg_DBQ_-_Student_Version.pdf

http://www.edline.net/files/_zJGmH_/071c2c342438efbc3745a49013852ec4/Lincolns_Assassination_Document_Analysis.pdf

Discrimination Necessary to Advancement

Most people think of the white soldiers that served in the Civil War, however many blacks also served in the Civil War on both sides and in a variety of roles. They were not always welcomed in their positions and many people believed they should not fight. These blacks faced a lot of discrimination, but they had to in order to advance in the army and in society.

Black soldiers faced a lot of discrimination and restitance to them joining the army. Many people did not want them to fight. One democratic congressman in 1863 said, “This is a government of white men, made by white men for white men, to be administered, protected and maintained by white men." A lot of people had similar feelings about the issue. They felt that blacks were not worthy of fighting for their country and that that was  prove large reserved only for whites. One reason for this discrimination was that people felt that if blacks fight for their country it makes them equal to whites and, more importantly, makes them want and deserve equal citizenship. Frederick Douglas explained, “Once let the black man get upon his person the brass letters, US; let him get an eagle on his button, and a musket on his soldier and bullets in his pocket, and there is no power on earth which can deny that he has earned the right to citizenship.” This is a main reason why many black soldiers faced discrimination. This was necessary for the advancement of their lives and of equal rights. If no one faced the discrimination there would not have been any black soldiers in the army.

One specific slave who dealt with discrimination was Silas Chandler. He was a slave in Mississippi who went with his master when he joined the confederate army.  Silas was still a slave when he went to war and only was his master's assistant, not an actual soldier. However, his master and his master's family started and carried on the story that Silas was freed before the war and went voluntarily and that after the war they gave him land and helped him build a church. This was bad because it wrongly made his master seem better than he was and served as propaganda that blacks willingly served the confederate army. However Silas allowed this because through it he gained status and respect. Overall, it ended up benefitting Silas because he was able to live a better life after he was freed.


Many black soldiers in the civil war faced discrimination and resistence from whites. However, facing this discrimination was necessary to advancing their own lives and the equal rights cause.

Women in the Civil War

When most people think of the Civil War, they think of the men that fought in it. However, many women also played significant roles in the Civil War. These roles both had some women stay within their traditional gender roles and require others to act outside the “Sphere of Domesticity”.

One traditional role that many women played was as nurses for the army. Some nurses included Dorothea Dix, Clara Barton, and Louisa May Alcott. Another traditional role done by women was organizing charity. Alice Chapin was one of these people. She sent gifts to soldiers and cared for victims. Many other women worked in soldiers aid societies. They went around their towns and gathered donations of food and clothing to send to the front line. They also made their own stuff to send to the soldiers. This aid was an intrical part of the war.

Martha Coston was one woman who acted outside the “Sphere of Domesticity”. After her husband died, she continued his work of developing a flare for the navy. She then sold it to them and her flares were used for decades after. Other women who played nontraditional roles were Belle Boyd and Rose O’Neal Greenhow. Both women served as spies for the confederate army. They left their homes and went undercover in the north stealing secrets. They even killed union soldiers. Other nontraditional roles included women who left their families to become nurses and women who disguised themselves as men to fight in the war. All of these roles in the war were performed by women who acted outside the traditional “Sphere of Domesticity”.

Created with Padlet

Fight: For Your Country or Your Survival?

An 18 year old store clerk in 1861 debating whether to join the Civil War. His friends are all joining the Union, but he isn’t sure if he would rather fight for his country or save his own life. This was a common scenario in the Civil War. Many young men were unsure whether to join the army and fight. They were faced with the dilemma of whether service to their country or self preservation was more important. This dilemma was made harder because of the influx of new war technology and tactics that made the fighting more brutal.

There was a lot of patriotism and pride on both sides of the Civil War. The Confederates saw the war as not only defending their land, but defending their morals and lifestyle. For this reason they were determined to win the war. They also needed to defend themselves from the Union. The Union also felt like fighting in the war was very important. They felt like they were fighting for their beliefs on slavery. All of these reasons meant there was a lot of pride on both sides. This pride for their country made young men eager to join the war effort on both sides and made the dilemma much worse.

Fighting in the Civil War was not easy and was very bloods. The weapons developed at that time were far ahead of any defensive measures, so there were a lot of bad wounds. Minié balls were much better than previous bullets and they destroyed bone and anything else they hit in a soldier’s body. Other new weapons included landmines, railroad artillery, and early machine guns. On top of this was the naval invention of ironclads. Ironclads were almost invincible to other ships because of their armor and could annihilate an entire old fleet. All of these brutal weapons caused all sorts of injuries and while many soldiers died, some were saved by, now crude, advancements in surgery. Anesthetics were just starting to be used and a popular choice was chloroform. Amputation and resections of limbs improved greatly and saved the lives of many soldiers. However, it was still largely chance that a soldier would survive the surgery and avoid infection.

Despite all of the gruesome risks of war, many young men in the era still decided to join the war. They were drawn in by the chance for adventure and to leave home. They also felt a lot of pride for their country and felt obligated to defend it. However, the brutal reality of war was not so glamorous. Many people were hurt or killed and people had to weigh that against other factors. They had to personally answer the moral question of whether to fight for their country or themselves.

Civil War Battles Scavenger Hunt

Instead of doing a normal unit on the important battles of the Civil War, we did a different, more interactive method. We made a scavenger hunt out of it. Everyone in the class was assigned an important Civil War battle that they had to research. They were given a little description with the date and a few other pieces of information and had to find the name. We then had to find some other basic information about the battle including the victor and theater of war. We put all of this into an open google doc and added an image. We then had to make a QR code linked to the document and put it on a sign. The signs were hung up around the school, so people would go to a sign, scan it to get information, and receive a clue to where the next battle was located. We spent three days running around the school completing the scavenger hunt. After the scavenger hunt, our class made two padlets to answer the essential questions of the unit.

Battle Google Doc:

https://docs.google.com/document/d/1MqZ0WD7VUjYxDMdrWCtRvO1kC15fc8O8K-Cf6hWUspw/edit?usp=sharing

Reasons for results padlet:

Created with Padlet

Theaters and victors padlet:

Created with Padlet

The ultimate victor of the Civil War varied between the theaters. In the east theater the confederates were the winners. They won seven out of the twelve eastern battles studied including the Battle of Chancellorsville, Battle of Cold Harbor, Battle of Fort Sumter, and Battle of Fredericksburg. Most victories were at the beginning of the war, though, and the Union started to win eastern battles after Ulysses Grant became in charge. The Union was the clear victor of Naval battles. The first major one, the Battle of Hampton was a draw and the south sustained damage on their only ironclad. The union won every other naval battle we studied including the Battle of Baton Rouge and the Battle of Fort Henry. The Union was also the victor in the West theater. Victories included the Battle of Shiloh and the Battle of Gettysburg. Some reasons for the confederate victories include that they had good leaders and good tactics. For example, the Battle of Chancellorsville was won because Lee decided to split up his troops. Some confederate victory could also be attributed to the union underestimating them. One major reason for Union success is that they had a lot more resources. They had more soldiers and more weapon and had more advanced technology. Another reason for Union victories was the union had some very smart generals, especially Ulysses S Grant. Grant was a very good general and was responsible for many union victories and the victory of the war itself as well. For these reasons, the Union was the overall victor of the Civil War.  

Civil War Statistics

The different statistics were chosen to represent a variety of different important factors of war. The statistics about population were important to determining the size of the armies and available labor forces. The information about the amount of railway was important because railway had an effect on war strategy. The value of manufactured goods was an important indicator of economic standing and money is necessary to war. The corn is an indicator to the amount of food available which is an important supply.

This process was very important in helping to understand the Northern and Southern situations. It provided a way to visualize a unit that was largely statistics. It also forced me to analyze the statistics so I could organize and prioritize them in order to make the infographic. Overall, I had a much better understanding of the unit and the essential question after I made the infographic than before.

advantages and strategies in the Civil war | Create Infographics

Causes of the Civil War Research Project

The Causes of the Civil War Project was a long term group research project. Each group was given an event that led up to the Civil War and had to explain how it was a compromise and a conflict. My group had the Compromise of 1850. We had to write a one page essay on it and create a virtual scrapbook of both written and visual primary sources related to the topic. Here is the project below. My group did ours in the form of a prezi.

We also viewed other groups projects and used the information to compile a timeline of the events that led up to the Civil War. The timeline is below.

EdCafe Reflection

EdCafe is an interesting alternative to the usual socrative seminars and class discussions. I liked how the discussions were smaller groups. This allowed everyone to participate more and the conversation to progress more quickly than a socrative seminar where two or three question took the whole period. This allowed seven or so questions to be discussed in 15 minutes. I also liked how you got to choose topics that interested you. While in this EdCafe the topics were all fairly similar, this has a lot of potential and can lead to better discussions because people talk more when they are interested. The EdCafe can be improved by having fewer groups present at a time. Some groups only had one or two attendees, so the discussions were not as good as they good have been with more minds contributing. It also would be better if the overall EdCafe had a broader theme. This would allow a greater array of topics which would be more interesting.

I feel that I did a pretty good job presenting. I was well prepared for the discussion with plenty of questions. We barely got through half of the questions we prepared. I also think I prepared a good intro. The discussion went pretty well, but there were only two attendees, so it didn’t get very in depth. I could improve by picking a better topic next time. I thought my topic was interesting, but almost no one came so I assume it could have been better. Overall, though, I feel I did a pretty good job presenting.

I also feel like I was a good attendee. I participated frequently in the discussions and feel like my points contributed to the discussion. Both EdCafes I attended had very interesting and well done discussions. I also think that I took as good of notes as I could with still participating frequently in the discussion. I took note of most of the questions and of the good points that people made. My notes are for the post part a good representation of what I learned. However, I missed some stuff because it is hard enough to write as fast as people talk without having to participate yourself. I did a good job as an attendee as well as presenter. 

Money Above Morals

The common conception of Antebellum America is that the north was pro-abolition and the south was pro-slavery. However, it was not as strait forward as this. Many northerners did object to slavery, both morally and economically. However, some northerners recognized that they economically were dependent on and benefited from slavery and, so, they were opposed to abolition.

One group of northerners opposed to slavery both morally and economically was the mill girls. The mill girls felt like they went through similar hardships as the slaves did because they both had long hard work and were not treated very well. It is because of this connection they felt that they were pro-abolition. The mill girls were very active in abolitionist causes and more than 1600 of them signed an abolition petition and thousands showed up for pro-abolition rallies. The mill girls were morally against the unfair treatment that they viewed slavery as and did not allow selfish motives to silence their opinion. 

This was not the case for many northern businessmen. Northern factories, especially mills, relied on southern slave-grown crops to manufacture goods out of. This industry made up almost the entire economy of places like Lowell and, so, many business owners had economic interests invested in slavery. Slave labor was needed to make cotton farming economically viable, so as slave labor grew the number of cotton mills was also able to grow. This is shown in the chart below. As time progresses, the slave population increases significantly and so does the number of mills and mill jobs. This shows the economic impact of slavery on the mill towns and the dependency on it. Because mill owners made so much more money from slave grown cotton, the slaves were important to their success and the mill owners did not want to lose slave labor. Because of this, mill owners and other important businessmen did not want to support abolition regardless of their moral views.

Even though many northerners were not opposed economically to slavery, they did display signs of moral opposition. This is shown in the speeches of anti-abolitionists. One paper says, “We go against Southern Lynch-Law, and Southern mobs, and Southern threats.” Since most anti-abolitionists are against what they perceive as the negative aspects of slavery, it shows that they have moral hesitations. They recognize that how slaves are treated is not right, yet they do not want to change it. This indicates that they have another motive behind their actions, most likely an economic one. Most of the prominent anti-abolitionists were those who had monetary connections to slaves and slave-grown cotton. These include mill owners like Kirk Boott and Abbot Lawrence, and even the mayor of Boston. Ultimately, economic motives shaped their stance on slavery.

Despite popular belief, many northerners in Antebellum America were not opposed to slavery. While most may have had moral issues with slavery, many had other motives that overpowered moral opposition. Those who were publicly against slavery did not usually benefit from slavery and, so, had no economic motives. These were people like the mill girls who wanted to help the slaves. However, many prominent and wealthy people cared more about the economic benefits of slavery than its downsides. Because of this, many northerners were actually anti-abolition. Many northerners in Antebellum America were not opposed to slavery, as most people believe.

Coverage of Lowell’s Anti-Abolitionist Meeting. August 28, 1835. Lowell Patriot. Pollard Memorial Library, Lowell. Accessed on February 6, 2014.