Artifact 1: Primary Source and Evaluation
Child Labour in Cotton Factories, 1807
Origins
This excerpt was written by Robert Southey, a poet, historian, and miscellaneous author. It was written in 1807 and was published under the pseudonym Don Manuel Alvarez Espriella .
According to the cover of " Letters from England
Purpose
The author create this piece of work to express his concern on children working in factories and to portray the harsh lives of the child to the public. Robert Southey did not support the use of child laboror, hence his intention was to let the public know about the long hours the children have to work for and the poor profit they make.
The author chose this particular format so that not only do we get to see the dialogue between the two men, we also have an idea of the author's feelings and observations at that time rather than just cold hard facts.
Since he published it as a book his intended audience is most likely the public. The document describes the hardworks the children have to do everyday, because Southey wants it to stop.The author chose this particular format so that not only do we get to see the dialogue between the two men, we also have an idea of the author's feelings and observations at that time rather than just cold hard facts.
This excerpt is relatively short and is pretty straight forward, but other than the talking about the hardship the children experience, it also reflects how relentless the employers were at that time. It doesn't matter how the children are suffering, what matters is to gain as much money as possible.
Values
The author pities the children working in the factory, he described it as hell:
" I thought that if Dante had peopled one of his hells with children, here was a scene worthy to have supplied him with new images of torment."
The author is very symphathetic of others and his tone allowed the readers to know that he is not enthusiastic about what he's seeing. This piece was created after Southey's tour in the factory, by looking at the information given, we can tell that as the Manchester gentlement describes the working condition, the Southey felt sorry for the children.
The controversy, as i have stated several times already , is the concern of using children as laborer. The author represents the side that does not support the use of child labor.
This excerpt took place during the industrial revolution. The piece accurately reflects it since during that time woman and child laborers were widely use due to the fact that they are cheaper to hire.
The author pities the children working in the factory, he described it as hell:
" I thought that if Dante had peopled one of his hells with children, here was a scene worthy to have supplied him with new images of torment."
The author is very symphathetic of others and his tone allowed the readers to know that he is not enthusiastic about what he's seeing. This piece was created after Southey's tour in the factory, by looking at the information given, we can tell that as the Manchester gentlement describes the working condition, the Southey felt sorry for the children.
The controversy, as i have stated several times already , is the concern of using children as laborer. The author represents the side that does not support the use of child labor.
This excerpt took place during the industrial revolution. The piece accurately reflects it since during that time woman and child laborers were widely use due to the fact that they are cheaper to hire.
Limitations
Although it is stated that the children work for a long time and wake up early each day, We cannot tell the health condition of the children working in the factory. Even though it is more likely that the children working in there are not hyper and energetic, we weren't told if they are fit or skinny, strong or illed.
We can verify the information of the piece by comparing it with other sources at this time. It is widely known that child labor are popular during the time of Industrial Revolution. This document accurately reflects the time period that children were poor and were a burden to family therefore by working in the factory they are helping the family.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to the topic invention, ingenuity, and entrepreneurs. During the industrial revolution, many machines were invented, therefore less skills are required to produce goods. Since children are cheaper to hire than men, children were widely used as laborers.
b) Which other main topics does it also relate to?
It also relates to Urbanization: construction of the modern city, and the building of modern economy.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact. I spent about two and a half hours to three hours processing and creating it.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
From the creation/processing of this artifact, I learned about the harsh lives of child laborers, and how employers were willing to let children do these works just to gain benifits for themselves.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Since it is my first artifact, I don't think it is my best work. I think i'll do better when i get the hang of it.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3; i think this artifact looks great for the first artifact on my portfolio.
b) Impact on your level of happiness/enjoyment
2; It is not easy to do, and i got stuck on many questions.
c) Impact on your learning
4; i learned about the condition of child labour and from the point of view of a man at that time.
d) Level of creativity and originality
3; it is original.
6. Any additional comments.
None
Artifact 2: Idea page
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| It's a little hard to read, so i cut it into two sections, hopefully it helps..? |
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| Top |
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| Bottom |
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Human Health. During this time, most workers were poor, have to work for a very long time, and has little to eat. The dust and fumes produced in the factory are bad for human body and sometimes choke the workers working inside.
b) Which other main topics does it also relate to?
It also relates to Building of Modern Economy, Urbanization: Construction of the Modern City, and Invention, Ingenuity, and Entrepreneurs.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact. Combining the time that I took notes in class, at home while watching the video on prezi, and writing a summary, probably 10-15 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the life of workers during the industrial revolution. Also, I learned about how industrialization effects a country. For example, a country can dominate over smaller countries, but it tends to fight more wars.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, these are just the notes i took, so i dont think it's my best work comparing with other artifacts that requires more thinking.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
1; the picture is yellowish and my hand writing is messy.
b) Impact on your level of happiness/enjoyment
2; i like taking notes.
c) Impact on your learning
3; i think writing down something makes me remember better and i can always look back at them.
d) Level of creativity and originality
3; it is original, but not creative.
6. Any additional comments.
None
Artifact 3: Headline News- The Luddites
Image of 19th century newspaper:
Link: http://find.galegroup.com/bncn/retrieve.do?subjectParam=Locale%2528en%252C%252C%2529%253AFQE%253D%2528tx%252CNone%252C8%2529luddites%2524&contentSet=LTO&sort=DateAscend&tabID=T012&sgCurrentPosition=0&subjectAction=DISPLAY_SUBJECTS&prodId=BNCN&retrieveFormat=MULTIPAGE_DOCUMENT&searchId=R1¤tPosition=1&userGroupName=gdc_british&resultListType=RESULT_LIST&sgHitCountType=None&qrySerId=Locale%28en%2C%2C%29%3AFQE%3D%28tx%2CNone%2C8%29luddites%24&inPS=true&searchType=BasicSearchForm&displaySubject=&&docId=&docLevel=FASCIMILE&workId=&relevancePageBatch=BB3205360205&contentSet=BNCN&callistoContentSet=BNCN&docPage=article&hilite=y
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| Full of words. The word "Luddites" are highlighted. |
News:
Monday, January 14, 1812
The vast amount of frames that had been destroyed was amounted to 44 last week. As the number of crimes progressivly increases, the more bold and daring they becomes.
The excited men created a great sensation that took place Sunday morning on 7 o'clock, in Cartergate. The men were armed with pistols, the number may be from thirty to sixty. A number of men entered the house, while the remains of the companion stay alerted to prevent alarm. Within minutes, 8 lace frames were destroyed. There were 3 men and 3 woman in the house during action, in profane languaged, they were compelled to make no sound and threatened instant death if they dare to issue a word.
When finally the men were able to report to the happening, the authorities immediately move into action, but the Luddites was no longer found, until yesterday evening, in New Radford, where they destroyed three more lace-frames with their usual intrepidity.
The Quarter Session was held in our City Hall yesterday, 11 men were brought in trial for their economic support for the Luddites. They were acquitted as no bill was found against them.
People are now apprehensive toward the issue that , Luddites not only defies the law, but they now acquire financial supporters, If it cannot be put to an end, then no one knows when this outrage will end.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Class Conciousness. Luddites were laborers who demolished machines that replace them in an act of protesting toward their employer.
b) Which other main topics does it also relate to?
It also relates to Invention, Ingenuity, and Entrepreneurs.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact. I spent about two to two and a half hours processing and creating it.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact. I spent about two to two and a half hours processing and creating it.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the style of newspaper in the 19th century. In language, their use of vocabulary is slightly different, but overall I can understand it.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No. I tried hard to mimic their way of writing, but i think there are still room for improvement to make it more realistic.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3; overall, it doesnt look so bad.
b) Impact on your level of happiness/enjoyment
2; it is a little frustrating because i can't write they way they do.
c) Impact on your learning
3; looking at their newspaper i can see some archaic words and how they disaprpove the actions of the Luddites.
d) Level of creativity and originality
3; it is original.
6. Any additional comments.
None
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3; overall, it doesnt look so bad.
b) Impact on your level of happiness/enjoyment
2; it is a little frustrating because i can't write they way they do.
c) Impact on your learning
3; looking at their newspaper i can see some archaic words and how they disaprpove the actions of the Luddites.
d) Level of creativity and originality
3; it is original.
6. Any additional comments.
None
Artifact 4: Important Women in Britain
Florence Nightingale:
the Lady with the Lamp
Florence Nightingale was born in May 12, 1820 in a rich, upper class British family. Nightingale's parents wanted her to become a house wife and a mother, but she decided to be a nurse instead. Regardless of the opposition from her family, Nightingale educated herself in nursing, and campaigned for better conditions for poor people in Britain during her training.
Nightingale was best known her for work in the Crimean War. She read many reports about the poor treatment the injured soilders received in the Crimean war. On October 21, 1854, Nightingale and other nurses were sent to the main British camp in Turkey.
When she arrived, she saw the dirty and crowded hospitals, and realized that soldiers died more often from diseases than their injuries in war. She also noticed that the medicines were short in supply, and there was no equipment to process food for the patients.
After gathering data, she convinced the British government that having a better condition for the sick and wounded soilders could decrease the death rate and therefore win the war.
Contributions
Nightingale established her nursing school in London , the St Thomas
In 1860, Nightingale wrote Notes on Nursing, which is about the basics of nursing established by many nursing schools. It was considered a classic introduction to nursing. Her work also served as an inspiration for nurses in the American civil war.
In 1883 Nightingale was awarded the Royal Red Cross by Queen Victoria
In 1907 she became the first woman to be awarded the Order of Merit.
In 1907 she became the first woman to be awarded the Order of Merit.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Gender Roles and the Liberation of Women. Nightingale was able to receive education, and she rebelled against her family and chose what she wanted to do.
b) Which other main topics does it also relate to?
It also relates to Human health, and Urbanization: construction of the Modern City.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose it, it took me about an hour and a half.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how much the hygiene of a hospital could effect on the death rate of the soldiers.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, i dont think it's my best work.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
2; i think it looks fine overall.
b) Impact on your level of happiness/enjoyment
2; various sources give different information, sometime it gets a little confusing.
c) Impact on your learning
3; i didnt know her before, so i'm glad i get to know her.
d) Level of creativity and originality
2; it is original but not creative.
6. Any additional comments.
None
Artifact 5:Google Earth Tour
Gothic Architecture
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Universe Through a Telescope, since we're viewing Britain as if we're using a telescope to view different places and observe different things.
b) Which other main topics does it also relate to?
It relates to Communication and Transportation Revolution, and Urbanization; Construction of Modern City.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose to do gothic architectures because i think the easiest way to show relationship between the past and the present is to show something that were built in the 19th century and still exists today, and i also find the buildings very beautiful. I spent about an hour and a half creating this tour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about what a Gothic style is and how it looked like.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I think the tour overall look fine.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
3
b) Impact on your level of happiness/enjoyment
4
4
c) Impact on your learning
4
4
d) Level of creativity and originality
3
3
6. Any additional comments.
Source:
http://encyclopedia.farlex.com/English+architecture%3A+19th+century
http://www.britainexpress.com/architecture/gothic-revival.htm
wikipedia
http://encyclopedia.farlex.com/English+architecture%3A+19th+century
http://www.britainexpress.com/architecture/gothic-revival.htm
wikipedia
Artifact 6:Original student artwork, poem, music piece, or short story
A 19th century microscope
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relats to The Universe Through a Microscope, since it is a drawing of a telescope from the 19th century from Britain.
b) Which other main topics does it also relate to?
Invention, Ingenuity, and Entrepreneurs.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose it, i spent about half an hour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
Microscopes gets more and more improved as technology advances.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I guess it's one of my best works since it's easy to understand since there's no words.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4; i'm satisfied with my work.
4; i'm satisfied with my work.
b) Impact on your level of happiness/enjoyment
4; i had fun drawing it.
4; i had fun drawing it.
c) Impact on your learning
1; i think an 1800s microscope look quite similar to the ones we have today.
1; i think an 1800s microscope look quite similar to the ones we have today.
d) Level of creativity and originality
1; not creative.
6. Any additional comments.
None
Artifact 7:Influencial British Artists, Poets, Writers, Musicians
William Blake
William Blake was born in November 28, 1757, he was an English poet, painter, engraver, and printmaker.
His talent was not recognized during his lifetime, people at his time deemed his work too adventurous and unconventional.
It's only until later years, people commended him for his expressiveness and creativity.
Today, Blake is considered one of the earliest and greatest figure of Romanticism.
An art critic described his art as "far and away the greatest artist Britain has ever produced"
Blake's peculiar works are opened to various interpretations. Not only his work, Blake himslef is also difficult to classify and interpret.
Henry Crabb Robinson, a friend of Blake’s at the end of his life, asked the question many students of Blake still cannot to answer.
“Shall I call him artist or genius – or mystic – or madman?”
( Blake is frequently referred to as a mystic, since he purposefully wrote in the style of the Hebrew prophets and apocalyptic writers. )
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One of Blake's most famous poem is Auguries of Innocence (An augury is a sign or omen), it is 132 lines long, and contains a series of paradoxes that talks about innocence with evil and corruption.
Here is the first standa of the poem:
To see a World in a Grain of Sand And a Heaven in a Wild Flower, Hold Infinity in the palm of your hand And Eternity in an hour.
Here are the beautiful paintings by Blake:
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| The Ghost of a Flea |
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| The Great Red Dragon and the Woman Clothed with Sun |
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The Lovers' Whirlwind |
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| Ancient of Days |
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Human Expression Through Art. William Blake, even though not recognized at his time, today, he is considered an important figure in the history of art and literature in the Romantic Age.
b) Which other main topics does it also relate to?
It doesn't really relate to other topics. The closest one i would choose is Urbanization: Construction of the Modern City, since it is a period of time where the definition of art starts to change.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact, i spent about an hour and a half. ( a lot of technical problems.)
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the style of Romanticism by looking at his paintings.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, because i had an unsuccessful upload the first time, so i had to re-type the whole thing but i can't find the previous sources i used.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4; the paintings are beautiful and they looks good on my portfolio.
4; the paintings are beautiful and they looks good on my portfolio.
b) Impact on your level of happiness/enjoyment
3; Blake's painting, and what people thought of his painting at that time, are both interesting to learn.
3; Blake's painting, and what people thought of his painting at that time, are both interesting to learn.
c) Impact on your learning
3; i learned about the style of Romanticism.
3; i learned about the style of Romanticism.
d) Level of creativity and originality
2.
6. Any additional comments.
None
Artifact 8:Student's Free Choice
Crimes and Prisons
During the Victorian Era, one of the big problems Victorians faced were the increasing crime rate. In the early 1800s, there were about 5,000 crimes per year; in the 1840s, however, the number increased to about 20,000 per year.
Even though they all believe that criminals should be punished, but the problems is, what should be punishment be?
The most common punishment at that time was transportation, which is sending convicts to Australia
Even though the death penalty for thievery was removed in 1808, and many more were removed in the 1820s and 1830s, it was still frequently performed for criminals that had committed murder, burglary, and robbery.
In the 19th century, the punishment of whipping in public also slowly reduces. Since the 1770s, public whipping of women had been gradually reducing, and it was finally abolished in 1817. For men, it was abolished in the 1830s.
People were no longer sure whether these punishments were appropriate, so they came up with the best solution: prison.
In order to stop people from committing crimes, they wanted the prison to be as distasteful as possible.
Once the prisoners were inside, they were kept in silence and had to do hard, tedious work.
2 common types of hard labor include walking a tread wheel or picking oakum.
Tread wheel: used in prisons as penal labor in the Victorian period as a form of punishment. The amount prisoners walked per day on average varied, from 6,600 feet to 17,000 feet in just ten hours.
Picking oakum: Prisoners were given old ropes; they had to untwist it into many corkscrew strands. Then, they had to take these strands and unroll them, usually by rolling them on their knee using their hands until the mesh became loose.
By the 1830s, as Australians began to complain, Victorians could see that transporting criminals to Australia
Thus, 90 more prisons were built between 1842 and 1877, it was a huge building program and costs millions of pounds.
Reflection
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But the extended and improved prisons did not satisfy them; in the 1840s, “The Separate System” was created. Most of the time, the prisoners were kept in their cell on their own. When they’re out of their cells to exercise or go to chapel, they sat in special seats or wore special masks, to prevent them from talking or even seeing other prisoners. Many prisoners went mad under this system.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Urbanization: Construction of the Modern City. Many of these separate system prisons from the 19th century continue to house prisoners to this day; also, the separate system continues to influence modern prison architecture.
b) Which other main topics does it also relate to?
It also relates to Human Health.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose this artifact because i found this information very interesting, i spent about two hours processing and creating it.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how prisioners were treated in the 19th century in Great Britain.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Yes, i put a lot of effort into it.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4; the info is easy to read and the photos gives a lot of information.
4; the info is easy to read and the photos gives a lot of information.
b) Impact on your level of happiness/enjoyment
4; i enjoyed learning about it, i found the punishment quite fascinating.
4; i enjoyed learning about it, i found the punishment quite fascinating.
c) Impact on your learning
4; i learned quite a lot about the punishments and the statistics.
4; i learned quite a lot about the punishments and the statistics.
d) Level of creativity and originality
3.
6. Any additional comments.
None
Artifact 9:Student's Free Choice
The Peterloo Massacre
On August 16, 1819, a meeting organized by the Manchester Patriotic Union Society, a political group that wanted parliamentary reform and repeal for the Corn Laws (definition at bottom) was held at St. Peter’s Field, in Manchester, England.
Local magistrates were worried that this meeting may lead to chaos and possible the start of a rebellion. Therefore they arranged a vast amount of soldiers to keep an eye on things; the soldiers include: 600 Hussars (brightly-dressed cavalrymen), few hundreds of infantrymen (Soldiers armed and trained to fight on foot), and a couple hundreds of Yeomanry (definition at bottom) soldiers. A relatively large amount of people, from all around of Lancashire, came to the meeting. At that time, the estimation of the crowed was estimated from 30,000 to 150,000. Today, the estimation was from 60,000 to 80,000.
A few speakers were invited for the meeting, including Henry Hunt, an advocate of parliamentary reform. Hunt was arranged to be the first speaker at 1:20 PM. Citizens carries banners with words such as “No Corn Laws”, many of them were evening wearing their Sunday clothes, since they were expecting a peaceful meeting.
The magistrates decide to put a stop to the meeting at 1:30 PM. They read the Riot Act to the public, but it did not help, therefore Captain Joseph Nadin, Deputy Constable (police) of Manchester, was ordered to arrest the leaders. About 60 Yeomanry cavalrymen marched in, and by 2 P.M, most of the people were dispersed. 11 to 18 people were killed, and 400 to 700 people were injured; 100 of them women and many people were hurt by the horses. Many men, including Henry Hunt, were arrested.
People who published the story, including James Wroe and Richard Carlile were imprisoned. Henry Hunt was sentenced to jail for 30 months, though he was released on bail. Other men who were arrested were sentenced for a year, then were released.
The government approved the action of the magistrates. In addition, parliament passed the Six Acts in 1819; it angered the citizens, hence the reform movement gained more supporters, which eventually led to the formation of Chartism. The massacre was named Peterloo Massacre, by combining St. Peter’s Field, with the Battle of Waterloo, which took place in 1815.
Definition:
Corn Laws- The Corn Laws were important tariffs designed to protect corn prices in the United Kingdom of Great Britain and Ireland against competition from less expensive foreign importsbetween 1815 and 1846. (From Wikipedia)
Yeomenry- A British volunteer cavalry force organized in 1761 to serve as a home guard and later incorporated into the Territorial Army. (From The Free Dictionary By Farlex )
Riot Act -The Riot Act (1713) was an Act of the Parliament of Great Britain that authorized local aythoritiesto declare any group of twelve or more people to be unlawfully assembled, and thus have to disperse or face punitive action. (From Wikipedia)
Six Acts- six measures that hoped to suppress radical newspapers and meetings as well as reducing the possibility of an armed uprising. (From spartacus educational)
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
This artifacts relates to Nationalism & Liberalism: Creation of the Nation-State; even though it doesnt seem to have that much connection with the creation of nation-state, however, i think this artifact relates to liberationism, since the people in Lancashire are trying to gain better rights and better lives for themselves.
b) Which other main topics does it also relate to?
It also relates to Building the Modern Economy.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
i happened to came across this information when i'm research for a topic, i thought it was interesting, so i chose to do it. It took me about two and a half hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
The government was afraid to be overthrown by the topic, therefore they try to create laws such as Six Acts to prevent uprising from taking place.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Yes, i enjoyed doing it and i think the event was described clearly.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
b) Impact on your level of happiness/enjoyment
4
c) Impact on your learning
4
d) Level of creativity and originality
3
6. Any additional comments.
On August 16, 1819, a meeting organized by the Manchester Patriotic Union Society, a political group that wanted parliamentary reform and repeal for the Corn Laws (definition at bottom) was held at St. Peter’s Field, in Manchester, England.
Local magistrates were worried that this meeting may lead to chaos and possible the start of a rebellion. Therefore they arranged a vast amount of soldiers to keep an eye on things; the soldiers include: 600 Hussars (brightly-dressed cavalrymen), few hundreds of infantrymen (Soldiers armed and trained to fight on foot), and a couple hundreds of Yeomanry (definition at bottom) soldiers. A relatively large amount of people, from all around of Lancashire, came to the meeting. At that time, the estimation of the crowed was estimated from 30,000 to 150,000. Today, the estimation was from 60,000 to 80,000.
A few speakers were invited for the meeting, including Henry Hunt, an advocate of parliamentary reform. Hunt was arranged to be the first speaker at 1:20 PM. Citizens carries banners with words such as “No Corn Laws”, many of them were evening wearing their Sunday clothes, since they were expecting a peaceful meeting.
The magistrates decide to put a stop to the meeting at 1:30 PM. They read the Riot Act to the public, but it did not help, therefore Captain Joseph Nadin, Deputy Constable (police) of Manchester, was ordered to arrest the leaders. About 60 Yeomanry cavalrymen marched in, and by 2 P.M, most of the people were dispersed. 11 to 18 people were killed, and 400 to 700 people were injured; 100 of them women and many people were hurt by the horses. Many men, including Henry Hunt, were arrested.
The government approved the action of the magistrates. In addition, parliament passed the Six Acts in 1819; it angered the citizens, hence the reform movement gained more supporters, which eventually led to the formation of Chartism. The massacre was named Peterloo Massacre, by combining St. Peter’s Field, with the Battle of Waterloo, which took place in 1815.
Definition:
Corn Laws- The Corn Laws were important tariffs designed to protect corn prices in the United Kingdom of Great Britain and Ireland against competition from less expensive foreign importsbetween 1815 and 1846. (From Wikipedia)
Yeomenry- A British volunteer cavalry force organized in 1761 to serve as a home guard and later incorporated into the Territorial Army. (From The Free Dictionary By Farlex )
Riot Act -The Riot Act (1713) was an Act of the Parliament of Great Britain that authorized local aythoritiesto declare any group of twelve or more people to be unlawfully assembled, and thus have to disperse or face punitive action. (From Wikipedia)
Six Acts- six measures that hoped to suppress radical newspapers and meetings as well as reducing the possibility of an armed uprising. (From spartacus educational)
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
This artifacts relates to Nationalism & Liberalism: Creation of the Nation-State; even though it doesnt seem to have that much connection with the creation of nation-state, however, i think this artifact relates to liberationism, since the people in Lancashire are trying to gain better rights and better lives for themselves.
b) Which other main topics does it also relate to?
It also relates to Building the Modern Economy.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
i happened to came across this information when i'm research for a topic, i thought it was interesting, so i chose to do it. It took me about two and a half hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
The government was afraid to be overthrown by the topic, therefore they try to create laws such as Six Acts to prevent uprising from taking place.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Yes, i enjoyed doing it and i think the event was described clearly.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
b) Impact on your level of happiness/enjoyment
4
c) Impact on your learning
4
d) Level of creativity and originality
3
6. Any additional comments.
None
Artifact 10: Main Events: Cause and Effect Analytical Writing
Rural Exodus (Rough)
In the 19th century, thousands of people left the countryside and moved to the cities for various reasons. As technology advanced, goods that used to require skilled workers could now be mass produced in a faster speed. As a result, people that used to work at their homes moved to the cities to look for new jobs; those who remained had to watch helplessly as their wages began to diminish day by day. Other laborers, such as farmers, were driven out of their land because of enclosure. Different factors, led people into finding new directions; but were they pushed by the pressure of life that squeezed the breath out of them, or were they pulled into the cities by the luring and glamorous city life?
In 1733, John Kay invented the flying shuttle, an improvement to looms that enabled weavers to weave faster. In 1764, the spinning jenny was invented by James Hargreaves. This invention enabled a worker to work with eight spools at once, which also greatly reduced the amount of time needed for work. These two inventions have something in common: many workers were no longer needed. Angry spinners broke in to Hargreaves’s house and destroyed his machines in 1768. Angry textile workers attacked Kay in 1753, Kay had to flee to France, where he died in poverty around 1780. Unfortunately for the workers, the problem was not solved, the Industrial Revolution has begun.
By this time, life was harsh, unbearable; moving into the cities seems like a chance to start a new life. More people, means more business; more business, means more workers are needed. Since factory owners wanted to gain as much profit as possible, women and children laborers were widely used since they were cheaper to hire. The working condition was awful; dust and fumes in the air choked the workers, the working place was unsanitary, and the dangerous machines injured the little hands of the young kids. Yet it continues, all for the sake of money.
Low income in a crowded house implies that the girls at home have to work to support the family. The problem is, their ways of contributing were limited. Machines had replaced them. Lace making at home, once a common work, became profitless. By the end of 19th century, the young ones began to refuse field work, leaving it to the elder ones. Farm services were looked down on. Mothers who wished a better future for their daughters sent them away, hoping they’ll find themselves a position in the middle class family.
The Industrial Revolution paved the way for the modern cities we have today. The convenience of our lives were given by the ingenious scientists and engineers of the past century and many century before; at the same time, the world would not be as it is today without the contributions of the labourers who left their home and worked diligently and painstakingly in the hard times.
Rural Exodus (Final)
In the 19th century, thousands of people left the countryside and moved to the cities for various reasons. As technology advanced, goods that used to require skilled workers could now be mass produced in a faster speed. As a result, people that used to work at their homes moved to the cities to look for new jobs; those who remained had to watch helplessly as their wages began to diminish day by day. Other laborers, such as farmers, were driven out of their land because of enclosure. Different factors, led people into finding new directions; but were they pushed by the pressure of life that squeezed the breath out of them, or were they pulled into the cities by the glamorous city life?
In 1733, John Kay invented the flying shuttle, an improvement to looms that enabled weavers to weave faster. In 1764, the spinning jenny was invented by James Hargreaves. This invention enabled a worker to work with eight spools at once, which also greatly reduced the amount of time needed for work. These two inventions have something in common: many workers were no longer needed. Angry spinners broke in to Hargreaves’s house and destroyed his machines in 1768. Angry textile workers attacked Kay in 1753, Kay had to flee to France, where he died in poverty around 1780. Unfortunately for the workers, the problem was not solved, the Industrial Revolution has begun.
By that time, life was harsh, unbearable; moving into the cities seems like a chance to start a new life. More people, means more business; more business, means more workers are needed. Since factory owners wanted to gain as much profit as possible, women and children laborers were widely used since they were cheaper to hire. The working condition was awful; dust and fumes in the air choked the workers, the working place was unsanitary, and the dangerous machines injured the little hands of the young kids. Yet they continued working; long hours, backbreaking works, insufficient food—all for the sake of surviving.
Low income in a crowded house implies that the girls at home have to work to support the family. The problem is, their ways of contributing were limited. Machines had replaced them. Lace making at home, once a common work, became profitless. By the end of 19th century, the young ones began to refuse field work, leaving it to the elder ones. Farm services were looked down on. Mothers who wished a better future for their daughters sent them away, hoping they’ll find themselves a position in the middle class family and have a great life.
The Industrial Revolution paved the way for the modern cities we have today. The convenience of our lives were given by the ingenious scientists and engineers of the past century and many century before; at the same time, the world would not be as it is today without the contributions of the labourers who left their home and worked diligently and painstakingly in the hard times.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Human movements and migration. A lot of jobseekers moved into big cities in hopes of finding new jobs, others were attracted by the better quality of life and the social classes in the cities.
b) Which other main topics does it also relate to?
It also relates to Building of Modern Economy and Class Conciousness.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose it, but i emphasized on the technology that was invented because i think that's the most important element that forced people out of the countries. I spent about two to two and a half hours writing this artifact.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the factors that caused people to move into the cities, even though some moved voluntarily, others had no choice because the time is changing and they have to keep up or else they wont make any money.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I think it is one of my best work. I enjoy writing it because i learn a lot as i have to process through the notes. Since the requirement on moodle is 2 pages double spaced, i have to cut off some piece of info, which is a pity. ( I dont understand why some people's essay can be so long?)
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4; full of words, but i think it makes my portfolio look more complete.
b) Impact on your level of happiness/enjoyment
4; i enjoy writing about rural exodus because i find it very interesting.
c) Impact on your learning
4; l learned a little about the industrial revolution in 7th grade, but i dig deeper this time as i research for information.
d) Level of creativity and originality
3; this is original, but i wouldnt say it is really creative..?
6. Any additional comments.
None
Artifact 11: Primary Source and Evaluation
From Liverpool to Manchester in 1830
From Samuel Smiles, The Life of George Stephenson, Chapter 24 (1857)
since the document is relatively long i'll post the website here:
OPVL
Origin:
This document was written by Samuel Smiles (23 December 1812 – 16 April 1904), a Scottish author and reformer. I did not find any information of when this was written, but the document was describing the events happened around 1830s. It was published in 1857 in London; it’s the 24th chapter of The Life of George Stephenson. It was published by John Murray, in Albemarle Street. According to Wikipedia, John Murray was a British publishing house, famous for the roster of authors it has published in its history, including Jane Austen, Sir Arthur Conan Doyle, Lord Byron, Charles Lyell, Johann Wolfgang von Goethe, Herman Melville, and Charles Darwin. I found this document on The Peel Web, by Dr. Marjorie Bloy; Last modified date is 13 April, 2010.
Purpose:
In this document, Smiles described the construction of the railway, the day of public opening of the railway, the public’s reaction, the accident that killed Mr. Huskisson, and his comments of the results of the Liverpool and Manchester Railway.
According to Wikipedia, The Victorians considered George Stephenson (Father of Railways) a great example of diligent application and thirst for improvement, the self-help advocate, Samuel Smiles, therefore praised his achievements.
The author chose this format, which is simply describe the Railway and the results of it, to let the public have a better understanding of this transportation and how effective it is. The intended audience was the public, since this was published as a book; the author aimed his audiences towards the public.
Besides talking about the railway and the locomotive, Smiles seems to be happy to prove to the intellectuals who thought this invention would not be that successful.
“It was anticipated that the speed at which the locomotive could run upon the line would be about nine or ten miles an hour; but the wisest of the lawyers and the most experienced of the civil engineers did not believe this to be praticeable, and they laughed outright at the idea of an engine running twenty miles in the hour.”
In the same paragraph Smiles talked all about the great achievements of the Stephenson’s Rocket.
 |
| This railwayline was extremely difficult to build because of the terrain it had to cross. Stephenson decided to "go straight through" whatever the cost. Some of the problems that he met are shown below. (from The Peel Web) |
Value:
The author greatly admires men who work hard and make great achievements that help improve the lives of people. We can tell that this event happened in the mid 19 hundreds since it was the time when George Stephenson built the first public railway line in the world to use steam locomotives. People were amazed at how fast it moves and how convenient it was. This piece was created around the time when Smiles had completely given up on parliamentary reform and other structural changes as a means of social advance. For the rest of his career, he advocated individual self improvement. (According to Wikipedia.) Therefore, he was impressed by Stephenson who built the most advanced steam engine at that time. The author does not represent a particular side of the event; he retells the story and his perspectives were unbiased.
Limitations:
Samuel Smiles covers most of the important things we need to know, even though he talked about how it affect people’s lives in a positive way, it would have been interesting to learn the negative side e.g. pollution/ contamination or how it affected people’s jobs. In my opinion nothing was purposely not addressed, the author just wrote down what he thought was important for the public to know. We can verify the content of the piece by reading other documents; since it was such an exciting event back then, there are other documents that recorded the event as well. This piece accurately reflects the time period; it was the age of Industrial Revolution.
The author greatly admires men who work hard and make great achievements that help improve the lives of people. We can tell that this event happened in the mid 19 hundreds since it was the time when George Stephenson built the first public railway line in the world to use steam locomotives. People were amazed at how fast it moves and how convenient it was. This piece was created around the time when Smiles had completely given up on parliamentary reform and other structural changes as a means of social advance. For the rest of his career, he advocated individual self improvement. (According to Wikipedia.) Therefore, he was impressed by Stephenson who built the most advanced steam engine at that time. The author does not represent a particular side of the event; he retells the story and his perspectives were unbiased.
Limitations:
Samuel Smiles covers most of the important things we need to know, even though he talked about how it affect people’s lives in a positive way, it would have been interesting to learn the negative side e.g. pollution/ contamination or how it affected people’s jobs. In my opinion nothing was purposely not addressed, the author just wrote down what he thought was important for the public to know. We can verify the content of the piece by reading other documents; since it was such an exciting event back then, there are other documents that recorded the event as well. This piece accurately reflects the time period; it was the age of Industrial Revolution.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Communication and Transportation Revolution; it was describing the achievements of George Stephenson, who built the first public railway line in the world to use steam locomotives. It shortened people's time of traveling, and make business between two towns easier.
b) Which other main topics does it also relate to?
It also relates to Invention, Ingenuity, and Entrepreneurs.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose this artifact because this was the primary source i find most easy to understand and interesting to learn about. I spent about two and a half hours processing it and creating it.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about people's reaction toward the steam locomotive, they were excited, not only amazed by how fast it could travel, now more business could be done and they could return home on the same night.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Yes, i put a lot of work into it and i think i did a fine job analyzing the primary source.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4
4
b) Impact on your level of happiness/enjoyment
4
4
c) Impact on your learning
4
4
d) Level of creativity and originality
4
6. Any additional comments.
None
None
Artifact 12: Idea Page
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to The Notion of Frontier. The notes talks about Earth running out of natural resources; when Americans ran out of resources, they went to other unexploited countries and cut down their trees and dig their mines.
b) Which other main topics does it also relate to?
It also relates to Building of Modern Economy.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
It is an idea page, so i didnt really choose it, i just wrote it. I created this page in class during discussion and while watching the video, i think it's about 10-15 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how serious the problem of running out of natural resources is, and how people usually buy things that they dont acutally need; one important thing that i find interesting is that the person in the video says " if we dont buy stuff, then we dont have values." I find that quite true.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, but i think i jot down the important points in the video and during the lecture.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
2.
b) Impact on your level of happiness/enjoyment
3.
c) Impact on your learning
3.
d) Level of creativity and originality
3.
6. Any additional comments.
None
Artifact 13: Gapminder Analysis
Graph 1
CO2 Emissions (tonns per person) v.s. Income Per Person (1800-1903)
www.bit.ly/af27d2
The countries i choose are Australia, India, United Kingdom, and Ireland. First of all, India did not appear at all ( i stopped at 1903), this might be because India was not industrialized that early yet, so the emission was very low; the second possibility is that people at India might not have received good education, therefore they did not thought of recording the CO2 emission. The same goes for Ireland; even though income per person increases, CO2 emission stays the same through the whole centry according to the graph, this shows that no one recorded the CO2 emission in Ireland.
For Australia, the CO2 emission became to rise at around 1870, but it was still pretty low comparing with the United Kingdom. Income per person actually decreases in the 1890s. According to Wikipedia's timeline of Australian history,
"1891: A severe depression hits Australia".
"by the end of the decade 1880-1890, overseas investors became more concerned with the difference between expected returns and actual returns on Australian investment and withdrew further funding." (from Economic History of Australia)
United Kingdom seems to move consistently, there were no severe drops; population gradually grows and at the end of the century, CO2 emission reached over 10 tonnes per person. This was caused by the Industrial Revolution, the burning of fuel/coal ; though on the other hand, mass production of goods in a faster speed results in cheaper products. The factories polluted the air and contaminated the water, but it brings a huge income for the factory owners.
Graph 2
Population, Total v.s. Life Expectancy (Years) (1800-1900)
www.bit.ly/9DH6Yn
For this graph, i chose India, the United Kingdom, and Ireland.
India has the largest population of the three countries i've selected, but it's life expectancy had no growth. In 1800, life expectancy was about 25 years, but at the end of the century, it was even lower than before. In 1900, life expectancy was 24, which is very low for a country. Population moved steadily upward, in 1900, the population reached 24 hundred million. This indicates that although the birthrate was high, the medical equipment and knowledge about medicine did not were not very good. This may mean that India at that time did not have good schools to train doctors, or perhaps just because India was too far from Europe to learn any of their Euriopean medical treatments.
On the other hand, Ireland and the United Kingdom managed to let the people lived longer. Ireland went from the original 20 years, to 49 years in 1899. The United Kingdom went from 37 years to 48 years.
The United Kingdom's population grewed twice as much from the beginning, while Ireland's population actually decreased by 1 million from 1800 to 1900, this was caused by the Irish Potato Famine that caused a lot of Irish People to move to another country.
Graph 3
Children Per Women V.S. Income Income Per Person (1800-1902)
www.bit.ly/aILnMS
( I aplogize for using the same topics twice but i can't find any other topics that fits together or are in the 1800s)
By looking at the chart, the rate of children per women were genrally dropping for all of the countries i've selected, which includes United Kingome, Ireland, India, and Australia.
India appeared at 1832, and stayed from 5.5 children to 6 children through the 70 years. India's income is the lowest and move at a small speed comparing with other three countries i selected. The economy improved slowly and the amount of children they have stayed the same, it might be indicating that India was not a wealthy country at that time and the 5 or 6 children help support the family by working in the farms or hand-made products.
On the other hand, Ireland's rate of children per women started dropping severely after 1851. It was caused by the Irish Potato Famine betwen 1845 and 1852. People in Ireland relied heavily on potato, but the disease, known as potato blight, caused of the famine. During the Famine, Ireland's population fell by between 20 and 25 percent. Approximately one million people died. In 1865 the economy and birthrate started to grow again and fell again in 1872. The economy continues moving foward even though at a slow pace, at the end of the 19th century, Ireland's birthrate was 2.92, the lowest since 1800. The reason why the rate of children per women was so low at the end might be because the economy was not good and the parents were not capable of raising children, or maybe they're not healthy enough to even have children.
The rate of children per women for the United Kingdom dropped in a steep slop from 1820 to 1902. In 1820 the rate was 5.63, but in 1902 it was 3.44; income per person went from 2,809 to 6,369, which is a little over two times, the economy boost might be the results of the Industrial Revolution.
By looking at the chart, the rate of children per women were genrally dropping for all of the countries i've selected, which includes United Kingome, Ireland, India, and Australia.
India appeared at 1832, and stayed from 5.5 children to 6 children through the 70 years. India's income is the lowest and move at a small speed comparing with other three countries i selected. The economy improved slowly and the amount of children they have stayed the same, it might be indicating that India was not a wealthy country at that time and the 5 or 6 children help support the family by working in the farms or hand-made products.
On the other hand, Ireland's rate of children per women started dropping severely after 1851. It was caused by the Irish Potato Famine betwen 1845 and 1852. People in Ireland relied heavily on potato, but the disease, known as potato blight, caused of the famine. During the Famine, Ireland's population fell by between 20 and 25 percent. Approximately one million people died. In 1865 the economy and birthrate started to grow again and fell again in 1872. The economy continues moving foward even though at a slow pace, at the end of the 19th century, Ireland's birthrate was 2.92, the lowest since 1800. The reason why the rate of children per women was so low at the end might be because the economy was not good and the parents were not capable of raising children, or maybe they're not healthy enough to even have children.
The rate of children per women for the United Kingdom dropped in a steep slop from 1820 to 1902. In 1820 the rate was 5.63, but in 1902 it was 3.44; income per person went from 2,809 to 6,369, which is a little over two times, the economy boost might be the results of the Industrial Revolution.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to The Balance of Power: Empire Rise and Fall; we can easily tell which countries were more powerful by looking at the economy, life expectancy, and CO2 emission. When a country doesnt show up until the 20 century, it means that they did not record it, which often means that they are not as advanced as other countries yet. The balance of power can also be easily affected by natural diasters, the Irish Potato Famine is a good example.
b) Which other main topics does it also relate to?
It also relates to Human Movement and Migration, and Human Health.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I did not choose this artifact, i chose the indicaters, although my choices were limited, and i spent a great amount of time searching for indicators; this took me over 3 hours because it seems like only 5 or 6 topics that will work.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
By looking at the graph, it's amazing how fast a country's growth is, or, on the countrary, how slow a country is moving, as in economy and technology. By looking at income per person or life expectancy, we can see that today most countries are much more advanced and have better medical equipment. Also, gapminder shows that in the 20th century, a lot of countries also start to record datas about their country, which shows advancement in education.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, i find gapminder really frustrating to use, mainly because i cannot find topics that have a lot of information for the 19th century.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
3
b) Impact on your level of happiness/enjoyment
1
1
c) Impact on your learning
3
3
d) Level of creativity and originality
3
6. Any additional comments.
None
Artifact 14:
Since the video is too long for youtube, it's posted on facebook:
http://www.facebook.com/video/video.php?v=1582183687169
Reflection
Since the video is too long for youtube, it's posted on facebook:
http://www.facebook.com/video/video.php?v=1582183687169
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Evolution: Science and Religion; in the video we talked about the details that supports Darwin's theory and also some informations that contradicts his theory.
b) Which other main topics does it also relate to?
It also relates to the universe through a microscope; since he dissected many small living creatures to observe their body structure.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I didnt know a lot about Darwin before, and also because it fits the 17 main topics. We shoot it for a couple hours on Friday, then on two lunchtimes, i would say the total hour, including editing, is about 4 to 5 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about what backs up Darwin's theory, and also the errors that scientists found in his theory.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, i think we definitely have some good information, but we just couldnt find a way to present it in a more interesting way.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
3
b) Impact on your level of happiness/enjoyment
4
4
c) Impact on your learning
4
4
d) Level of creativity and originality
3
3
6. Any additional comments.
None
None
Artifact 15:Student Created Timeline
1. 1801
Britain made Ireland part of a single British kingdom.
2. 1810s
Enclosure Acts allow landowners to forbid the traditional farming of their land by "squatter"/farmers.
3. 1815
Corn Laws passed protecting home agriculture imposing duty on imported grain. Food prices rise.
Wellington defeats Napoleon at Waterloo.
4 .1817
In Britain, real wages have been declining at least since the late 1790, as Britain has been burdened by war against France. From this year on and into the next century real wages in Britain will be rising.
5. 1818
The Third Anglo-Maratha War ends with the break-up of the Maratha Empire and the British in control of most of India.
6. 1834
Britain's Abolition Slavery Act goes into effect, with the British government prepared to compensate financially those who lose slaves.
3. 1815
Corn Laws passed protecting home agriculture imposing duty on imported grain. Food prices rise.
Wellington defeats Napoleon at Waterloo.
4 .1817
In Britain, real wages have been declining at least since the late 1790, as Britain has been burdened by war against France. From this year on and into the next century real wages in Britain will be rising.
5. 1818
The Third Anglo-Maratha War ends with the break-up of the Maratha Empire and the British in control of most of India.
6. 1834
Britain's Abolition Slavery Act goes into effect, with the British government prepared to compensate financially those who lose slaves.
 |
| Queen Victoria |
7 . 1837
Victoria became Queen of England.
8 . 1838
First wave of Chartism: push for universal suffrage.9 . 1839
Outbreak of first Opium War between Britain & China.
10 . 1846
Irish Potato Famine; a lot of Irish emigrated to Great Britain and other places in the world.
 |
| Irish Potato Famine |
11. 1847
Britain's parliament passes the "Ten Hours Bill," which limits to sixty-three the hours of work per week for women and children.
12. 1854
British & French ally against Russia in Crimean War.
13. 1858
The Second Opium War ends. China is forced to pay Britain and France indemnities and to open more ports. The opium trade is legalized.
14. 1863
In London, the first underground (subway) passenger system opens.
15. 1870
In Britain, France, Germany, Austria and in Scandinavian countries, trade relative to population size has increased four to five times what it was in 1830.
16. 1877
Queen Victoria is proclaimed Empress of India.
17. 1880
First Anglo-Boer War
18. 1882
British occupy Cairo, Egypt.
19. 1890
Economies in Europe have been in a down turn. British investors sell their U.S. stocks for needed money.
20. 1899
British settlers had streamed into Boer country with the discovery of gold there. The gold mines became British owned. Various British colonial leaders wanted to annex the two Boer republics. War erupts, with the Boers striking first.
The Second Opium War ends. China is forced to pay Britain and France indemnities and to open more ports. The opium trade is legalized.
14. 1863
In London, the first underground (subway) passenger system opens.
15. 1870
In Britain, France, Germany, Austria and in Scandinavian countries, trade relative to population size has increased four to five times what it was in 1830.
16. 1877
Queen Victoria is proclaimed Empress of India.
17. 1880
First Anglo-Boer War
 |
| First Boer War; Battle of Majuba Hill |
18. 1882
British occupy Cairo, Egypt.
19. 1890
Economies in Europe have been in a down turn. British investors sell their U.S. stocks for needed money.
20. 1899
British settlers had streamed into Boer country with the discovery of gold there. The gold mines became British owned. Various British colonial leaders wanted to annex the two Boer republics. War erupts, with the Boers striking first.
Sources:
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Race Relations: Abolition, Segregation, and Anti-Semitism; It is the century where slavery began to be abolished. Britian is one of the first ones to start, and then followed by other countries.
b) Which other main topics does it also relate to?
It also relates to Urbanization: Construction of the Modern City.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose it; though i chose these events because i find them most significant in establishing the British Empire. I spent a little over an hour creating the timeline.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
As I was reading through the timelines online, most of the events in the first half of the 19th century is about Europe; later in the 19th century though, a huge amount of event is about the United States of America.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No; i think the events i put are important, but i think there might be more important ones that i didnt read about.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
3
3
b) Impact on your level of happiness/enjoyment
3
3
c) Impact on your learning
4
4
d) Level of creativity and originality
3
6. Any additional comments.
None
None
Artifact 16:Original Prezi
1. a) Which main topic does the artifact relate to? In what ways?
It relates to Globalization Through Imperialism; the photos of the British Consulate shows the British style of architecture in Taiwan.
b) Which other main topics does it also relate to?
It also relates to Urbanization; Construction of the Modern City.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose the photos that i feel most related to the main topics, i spent around 2 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the British influence in Taiwain; the British Consulate-- never been there before.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, i feel like my explanation of imperialism is not quite enough but i really dont know what else to add.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
4
4
b) Impact on your level of happiness/enjoyment
4
4
c) Impact on your learning
3
3
d) Level of creativity and originality
5
5
6. Any additional comments.
None
None
nice artifact 14, however, reading off a piece of paper is not a good way of expressing ideas in full. it would be better if you had put pictures in to explain your points...
ReplyDeletebut overall, nice
Hey Veronica, it's Sabrina. I really like how the essence of Taiwanese culture is clearly evident in your photos/explanations/Prezi. My favourite part was definitely the part about the black lab you photographed. One suggestion is that you can talk a little bit about the Falun Gong, which is what the propaganda posters were about.
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