Class Update: 11/28/12 and 11/29/12

Yesterday in class (11/28/12) we discussed the Douglass Lincoln Debate more and then learned about John Brown and Harper’s Ferry. During the Illinois Election for U.S senate, Stephen Douglas created the idea of popular sovereignty using the Kansas Nebraska Act. His opponent Abraham Lincoln wanted to end the expansion of slavery. During Harper’s Ferry John Brown wanted to steal weapons from a federal arsenal at Harper’s Ferry, VA. His plan was to give the slave weapons and the slaves would then form an uprising. He then thought other slaves from the south would also join the uprising. John Brown and his men were captured in the arsenal by marines. John Brown was hanged for his crime on December 2^nd, 1859.

Today in class (11/29/12) we read primary source documents on John Starry’s, Robert E. Lee’s, and John Brown’s account on the attempted uprising. I thought it was very interesting that John Brown claimed he didn’t mean to kill anyone and that his only intent was to free the slaves. John Brown stated: “That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection.”

My 30 day challenge wasn’t a go tonight. I had my first hockey practice at 6:00 o’clock this morning and I’ve been feeling really swore.

Class Update: 11/26/12 and 11/27/12

Yesterday in class (11/26/12) we read about the Dred Scott case. In this case Scott was suing Mrs. Emerson for “false imprisonment” and battery. It was very common for slaves who were taken from to free land to sue their masters and receive freedom. Scott mainly argued that he was held illegally and that he had been taken against his will to a slave territory state after he had already been free in a non-slave holding state.

Today in class (11/27/12) we read about The Lincoln-Douglas Debates. We also watched a clip in a movie from the 1940s which contained parts of the speech. The debate was between Abraham Lincoln and Stephen Douglas. Lincoln opposed slavery and popular sovereignty while Douglas strongly encouraged slavery. After watching the movie clip we filled out a chart which compared Lincoln and Douglas’s speeches.

My 30 day challenge is going great, after the Thanksgiving break I have a great reason to go for a jog.

Class Update: 11/19/12 and 11/20/12

Yesterday (11/19/12) we discussed the fugitive slave act and the reading on Uncle Tom’s Cabin. We discussed what the reading had to do with the Civil Rights Period. We also had a discussion how being fair isn’t always being equal. Today in class (11/20/12) we worked on three worksheets involving the Kansas Nebraska Act of 1854. The Act basically organized the territories of Nebraska and Kansas.

I’m still keeping up with my goal of going for a jog every night.

Class Update:11/15/12 and 11/16/12

Yesterday in class (11/15/12) we made decisions congress had to make about Mexican territory. We were given handouts which gave us basic information and decisions we could make. After deciding what we wanted to choose we voted. Most of our class decided on "popular sovereignty" with slavery in new territories. Congress didn’t end up agreeing on anything until the Compromise of 1850.

Today in class (11/16/12) we viewed and discussed a painting of fugitive slaves. After this we started to read a chapter in “Eliza’s Escape” of Uncle Tom’s Cabin by Harriet Beecher Stowe. This story is about a fugitive slave named Eliza who escapes with her young daughter.

My 30 day challenge is still progressing greatly; I am still jogging every night.

Class Update: 11/13/12 and 11/14/12

Yesterday In class (10/13/12) we went to the computer lab and worked on two worksheets using the map on this website (http://bit.ly/BLosI). In these worksheets we compared North and South Regions involving population. The next worksheet asked questions about the Missouri Compromise.

Today in class (10/14/12) we talked about the Missouri Compromise and went over some key components. Then we learned about the Mexican-American War and compared several textbook definitions. After this we watched a video on the Mexican-American War and took a quick movie quiz.

My 30 day challenge is working out great; I have been jogging every night.

 

1850s Personality VoiceThread Project David Wilmot

Class Update: 11/7/12 and 11/8/12

Yesterday in class (11/7/12) we took notes on Slavery. Eli Whitney’s cotton gin majorly effected what happened in the south in the years of 1800 to 1860. The Industrial Revolution that happened in the north and in England resulted in a large desire for cotton, this also resulted in many southern landowners focuses their crops on cotton to meet the large demand. The production of cotton made slavery profitable on almost every farm. Slaves were considered property of their masters. As the demand for slaves increased slave traders increased the price for slaves. “Gang” labor forced slaves to work on the same job nonstop. “Task” labor let slaves’ complete specific jobs, and when they finished they were allowed to do what they wanted. This meant that they could go out and receive payments for other jobs.

Today in class (11/8/12) we took notes on the Underground Railroad. Slavery continued to become a larger issue as 1830s and 1840s approached. Abolitionists were people who wanted to end slavery; most people wanted a slow freeing of the slaves. One of these people was William Lloyd Garrison who created the antislavery society. One of the greatest speakers of the group was Fredrick Douglas a former slave who was educated by his master’s wife. Fredrick Douglas created his own newspaper the “North Star.” Abolitionists debated over how to end slavery, this led to most slaves running away. Most slaves escaped by the “Underground Railroad” which was neither underground or on tracks. After the notes we read ten textbook versions that described the Underground Railroad and answered questions on them.

My 30 day challenge is working out well; I have been jogging every night.

Class Update and 30 day challenge 11/5/12 and 11/6/12

Yesterday in class (11/5/12) we completed Venn diagrams on the documents about slaves. The documents discussed the lives of different slaves, one slave had a kind master and mistress while the other suffered several hardships including mental and physical abuse. After this we completed worksheets on slavery’s opponents and defenders. The defenders were: John C. Calhoun and James H. Hammond, and the opponents were: William L. Garrison, Abraham Lincoln, and Fredrick Douglas.

Today in class (11/6/12) we started off by comparing the defenders and opponents of slavery. The opponents were all born into poverty, faced several hardships, and had no official schooling.  The defenders were born into wealth, were well educated, and faced no hardships throughout their lives. Lastly were read about how the Constitution could be for or against slavery.

My 30 day challenge is to go for a run every night.

Class Update: 11/1/12 and 11/2/12

Yesterday morning (11/1/12) we turned in our completed intergraded projects in the library. In class we took a survey which asked our opinions on the project regarding future projects. After this we went down to the library and viewed everyone’s projects. I thought the projects were great; many students came up with several interesting board games.

Today in class (11/2/12) we talked about a Ted-Talk video which was on modern day slavery. It was interesting to see how many students thought modern day slavery was a myth. Slavery is most definitely illegal but human trafficking or sex slavery is still a large problem in our world today. After this we read a document called: "The Interesting Narrative of the Life of Olaudah Equiano." This article discussed the life of a slave and how they were forced to live, this included: starvation, physical abuse, emotional abuse, harsh labor and several more horrific conditions and ways of life for a slave. We were then asked to create a story board in our groups on our assigned reading.