John Cabot: Italian explorer and the first European to discover North America in 1497.
Giovanni Verrazano: Italian explorer who explored the American in the service of the king of France.
Jacques Cartier: Explorer who claimed Canada for France.
Jamestown, 1607: 1st permanent English settlement.
Walter Raleigh: Helped in the colonization of Jamestown.
Croatoan: Indian tribe from Croatoan Island.
Indentured Servitude: Immigrants coming to America to work as laborers.
Wahunsonacock: Indian tribe.
Powhatan: Indian tribe.
Ferdinand Magellan: Portuguese explorer who tried to find a westward route to the Spice Islands of Indonesia.
John Rolfe: 1st successful cultivation of tobacco as an export crop. Husband of Pocahontas.
Puritans: Religious group wanting more purity.
Mayflower Compact: 1st governing document of Plymouth Colony.
William Bradford: Military commander of the Plymouth forces.
John Winthrop: Led a group of English puritans to the New World.
The Great Migration: 7 million African Americans out of Southern United States to the North, Midwest, and the West.
Anne Hutchinson: Unauthorized puritan minister of a dissident church. Pioneer settler in Massachusetts Bay.
Monday, September 1, 2008
Week one identifies
Identifies: Week One
Marco Polo: An italian who was an adventurer and merchant from Venice. He spent twenty years traveling through China and central Asia.The Columbian Exchange: The exchange of goods across the Atlantic Ocean. Different foods got introduced to new parts of the world. European nations gained wealth and power off of the Americans metal and other resources. Agriculture products from the Americans improved nutrition around the world. The Columbian Exchange was very important and transformed the world.
Hernando Cortez: Also known as Hernan Cortes was a professional soldier in Spain. He gathered troops and fought Indians on the Mexican coast in 1519. He was a conquistador whcih means a spanish conqueror. He conquered the Aztecs and controlled all of central Mexico.
Pueblo Revolt in 1680: When the Pueblo Indians got fed up with Spanish demands and taxes they drove the Spanish out of Sante Fe and then had a series of attacks on them.
Treaty of Tordesillas in 1494: Spain and Portugal drew a "line" that separated the world. Territory that was explored west of the line would belong to Spain and east of the line would belong to Portugal.
African Diaspora during the 1500's through 1800's: Portugals result in major economic activity from slave trade and they were resettled to the Americans. It is estimated that 10 million or more Africans were shipped to the Americas.
Magna Carta: A charter the English nobles made Kings John limiting the power of the monarch.
Anasizi; between 800 and 1100 A.D: A Native American group who began to make multistory rock and adobe dwellings. They are the ancestors of the Pueblo Indians.
Mestizos: They are below the Spaniards in the Spanish America social class. They could work at the highest positions in the Spanish society but were msotly artisans, estate supervisors, traders or shopkeepers.
Ibu Battuta: Moroccan traveller. He covered 75,000 miles of the Muslim world in the 1300's.
Zhena He: Chinese mariner, explorer, diplomat, and fleet admiral. Early 1400's.
Spanish Inquisition in 1478: Was established to maintain Catholic orthodoxy in the Kingdom under control of the Spanish Monarchy.
Tomas de Torquemada 1400's: Spanish Dominican, first inquisitor general of Spain. He was a confessor to Isabella of Spain.
Mound-Builders: American Indians who constructed various styles of earthen mounds for Burial in 3000 BC to the 16th Century.
Tenochtitlan: Located on an island in Lake Texcoco. Founded 1325 and was defeated in 1521.
Bury My Heart at Wounded Knee Authors Intent
Heidi Wyman
Heidi Wyman
Dee Brown was born on February 28, 1908 in Alberta, Louisiana. He grew up in Arkansas where he aspired to be a librarian. He used his time in the library to find the truth about the Indian tribes he was meeting. Brown then attended George Washington University where he studied and earned his bachelor's degree in library science in 1937. Brown published his first book, Wave Hight the Banner, in 1942 and followed it up with many more novels and nonfiction books about the American west. Brown acquired his Masters at the University of Illinois where he worked in the library and eventually becoming the professor of library science from 1962 to 1975. While Brown was at the University he wrote his best known book Bury My Heart at Wounded Knee, this was his greatest achievement that revealed the story of the Indians in America.
Dee Brown thought it was important to inform people of the injustices and betrayals by the U.S. government. Many people have heard stories of the Indians but never from the Indian point of view. Dee Brown met with the Indians of the west and was shocked by their oral narratives because he had never heard their side of the story, the mutilations, betrayals and bad treatment. Dee Brown felt it was important for the rest of the world to know of the true treatment the Indians received from the Americans and published his book Bury My Heart At Wounded Knee.
Dee Brown showed the mistreatment of the Indians in many different places. He addressed the bad quality of the reservations the Indians were forced to live on. In one reservation "there was not enough to eat in the empty land- no wild game, no clear water to drink, and the agent did not have enough rations to feed them all."(1) This was not all that troubled the Indians on the reservation. "To make matters worse, the summer heat was unbearable, and the air was filled with mosquitoes and flying dust."(1) Brown showed many times that the quality of living for the Indians was very poor because the Americans wanted their land. Part of the intent of his book was to point this out to the public.
A second Intent of Dee Brown was to show the amount of treaties that the Americans made with the Indians and then broke. Almost all of the treaties that were made with the Indians were at some point broken and usually ending in a battle where many Indians were killed. The best example of this is the Battle of Wounded Knee. The American soldiers took the Indians weapons away from them and promised them peace. They then turned their back on them and attacked the Indians who had no way of defending themselves. This is known as the last Indian vs. American battle the end of the killing off of the Indians in America.
When Dee Brown published his book in 1970, many people had no idea of how the Indians were treated and forced out of their land by betrayal. The intent of his book was to inform the people of what the Americans, our government and military had done to the Indians, how badly they treated them and deceived them. Brown told the story no one wanted to hear, how the Americans murdered a whole culture just so we could have their land. He was successful at his intent to inform the public of the treatment of the Indians and revealed a disturbing history. He also fulfilled his intent to tell that disturbing history from the point of view of the Indians.
Bibliographies
(1) Brown, Dee. Bury My Heart at Wounded Knee : An Indian History of the American West. New York, NY: Owl Books, 2003.
"Dee Brown." Enotes. 2008. 28 Aug. 2008 <http://www.enotes.com/bury-heart/author-biography>.
Monday, August 25, 2008
Bury My Heart At Wounded Knee
Part Two
Heidi Wyman
Part Two
Heidi Wyman
The battle of Wounded Knee was the last mass extinction of Indians in America. This Battle eliminated the last major tribe of Indians, the Sioux. The Americans attacked the Sioux tribe, first taking all of their weapons so they could not fight back and then used their own weapons to kill all of the Sioux Indians. The tragedy at Wounded Knee was severe, but this was not the only time in history that we have seen a mass extinction of this extent. Hitler exterminated a great amount of Jewish people with the Holocaust, making it an event in history very similar to the extinction of the Indians.
The Holocaust and the Indian elimination have many things in common. The first similarity is the goal of the Americans and the Nazi's. Both groups wanted to wiping out/eliminating a race from the earth. The Americans wanted to eliminate the Indian race, so they could acquire their land and its riches. The American soldiers believed that "unless (the Indians were) removed by the government, they must necessarily be exterminated."(1) The Americans followed through with this plan coming very close to eliminating the Indian race. The Nazi's on the other hand wanted to eliminate the Jewish race because of strong hatred toward the Jewish from their leader. Hitler states in his speech before he was elected to power in Germany that if he was "ever really in power, the destruction of Jews will be (his) first and important job." He said "I will have gallows erected.... The Jews will be hanged one after another."(2) Again the Nazi's tried and killed much of the Jewish population in Germany. The Nazi's and the Americans had a very similar goal, elimination of a group of people.
When the Americans and Nazi's did not immediately kill their hostages, they would send them to live in horrible places. The American troops that captured hostages or tribes, would send and contain them in a small piece of land called a reservation. Most of the time these reservations were not fit for anyone or anything to live on. On one of the reservations the Indians were sent to live on, "there was not enough to eat in the empty land- no wild game, no clear water to drink, and the agent did not have enough rations to feed them all."(1) This was not all that troubled the Indians on the reservation. "To make matters worse, the summer heat was unbearable, and the air was filled with mosquitoes and flying dust."(1) There were many other reservations with conditions as bad as this one and worse. When the Nazi's did not sent the Jews to the gas chambers, they sent them to places like the reservations only they were called concentration camps. These concentration camps forced the Jewish people to do jobs for them without any payment. Jews who were sent to Auschwitz faced harsh working conditions, starvation and mistreatment. These people were also branded with a tattoo of a number, an ID number used to tell them apart. These tattoos were placed on the Jews in many different ways, one way was for the Nazi's to burn the number into the Jews chest and then dump ink into the open wound. This was only the start to the bad quality of the concentration camps, the Nazi's did not provide enough food or clothing, heart or other living essentials . The Indians and Jewish people were forced to live in horrible conditions, conditions no one should ever have to live in.
The Americans and Nazi's not only made life horrible for the Indians and Jews, they killed thousands of people. The Americans attacked the Indian race killing and mutilating including the women and children. This is best seen at the battle of Wounded Knee, the Americans went into the Indian camp and removed all of their weapons from them and then later they attacked this unarmed group killing almost all of the Indians, the men, the women and the children. The survivors were taken to a reservation where they were to live until death. The Jews were sometimes shot but usually were eliminated in a more efficient/consistent way. The Nazi's did not want to chance anyone living and they decided to build gas chambers where they would enclose the Jews and gas them to death. The Nazi's again showed no sympathy for the women and children, they saw the women as weak people who would not work with children and sent the women with children to the gas chambers first. The Nazi's then sent anyone they though were going to be to weak to work into the gas chambers next. The remaining people, mostly men, were sentenced to work for the Nazi's until death, which came within a year for most. The Americans savagely killed the Indians while the Nazi's savagely killed the Jews.
Although these two events had similarities they also had some differences. The Americans and the Nazi's both wanted to eliminate a race from the earth but they had different reasons. The Americans wanted to eliminate the Indians because they owned very valuable land, land that was excellent for growing crops, land that contained gold and silver and land the Americans could live one. The Americans attacked the Indians to strip them of their land, so the Americans could gain wealth. The Nazi's on the other hand had a very different reason for wanting to eliminate the Jews. The Nazi leader, Hitler, had a great hate for the Jews and was blaming them for the economical issues of Germany. He led his population to their problems stemmed from the Jews and that they should work to eliminate them. The Nazi's and the Americans had very different reasons for trying to eliminate the different races.
The Amount of people that survived the attacks of the Americans and Jews were different. The Indians were almost exterminated by the Americans. The Indian survival rate was very low, when the Americans were done attacking the Indians there were only a few hundred Indians left in each tribe, a number significantly lower then the amount the tribes started with. The Jews on the other hand had many more survivors. The Nazi's killed around six million Jews, some Jewish people surviving in Germany and around the world. The Jewish race had more survivors because their were Jews in other parts of the world and some of them ran away to other countries to survive. Unfortunately, the Indians, who were native to America ran out of places to run to. Today the Native American population is still much smaller.
The last difference between the events was that the Indians fought back while the Jewish people had very little means of fighting back. The Americans started their relationship with the Indians peacefully, this allowed the Indians to acquire guns and other weapons made by the Americans. These weapons allowed the Indians to fight back every step of the way while the Americans were attacking them and trying to steal their lands. The Jews on the other hand were striped of everything on them when they were taken to the concentration camps and they had no way of fighting back. Some of the Jewish population amazingly survived in the concentration camps, by hiding or running away however they were never able to attack/fight against their tormentors as the Native Americans did.
The removal/elimination of Native Americans and the extermination of the Jews by the Nazi's are similar historical events. In both events, a stronger more powerful group of people tried to eliminate another. Although there were some differences, the overall goal and outcome of the two events were very similar the attempted extermination of a race. These events had long term effects on the world.
The Holocaust and the Indian elimination have many things in common. The first similarity is the goal of the Americans and the Nazi's. Both groups wanted to wiping out/eliminating a race from the earth. The Americans wanted to eliminate the Indian race, so they could acquire their land and its riches. The American soldiers believed that "unless (the Indians were) removed by the government, they must necessarily be exterminated."(1) The Americans followed through with this plan coming very close to eliminating the Indian race. The Nazi's on the other hand wanted to eliminate the Jewish race because of strong hatred toward the Jewish from their leader. Hitler states in his speech before he was elected to power in Germany that if he was "ever really in power, the destruction of Jews will be (his) first and important job." He said "I will have gallows erected.... The Jews will be hanged one after another."(2) Again the Nazi's tried and killed much of the Jewish population in Germany. The Nazi's and the Americans had a very similar goal, elimination of a group of people.
When the Americans and Nazi's did not immediately kill their hostages, they would send them to live in horrible places. The American troops that captured hostages or tribes, would send and contain them in a small piece of land called a reservation. Most of the time these reservations were not fit for anyone or anything to live on. On one of the reservations the Indians were sent to live on, "there was not enough to eat in the empty land- no wild game, no clear water to drink, and the agent did not have enough rations to feed them all."(1) This was not all that troubled the Indians on the reservation. "To make matters worse, the summer heat was unbearable, and the air was filled with mosquitoes and flying dust."(1) There were many other reservations with conditions as bad as this one and worse. When the Nazi's did not sent the Jews to the gas chambers, they sent them to places like the reservations only they were called concentration camps. These concentration camps forced the Jewish people to do jobs for them without any payment. Jews who were sent to Auschwitz faced harsh working conditions, starvation and mistreatment. These people were also branded with a tattoo of a number, an ID number used to tell them apart. These tattoos were placed on the Jews in many different ways, one way was for the Nazi's to burn the number into the Jews chest and then dump ink into the open wound. This was only the start to the bad quality of the concentration camps, the Nazi's did not provide enough food or clothing, heart or other living essentials . The Indians and Jewish people were forced to live in horrible conditions, conditions no one should ever have to live in.
The Americans and Nazi's not only made life horrible for the Indians and Jews, they killed thousands of people. The Americans attacked the Indian race killing and mutilating including the women and children. This is best seen at the battle of Wounded Knee, the Americans went into the Indian camp and removed all of their weapons from them and then later they attacked this unarmed group killing almost all of the Indians, the men, the women and the children. The survivors were taken to a reservation where they were to live until death. The Jews were sometimes shot but usually were eliminated in a more efficient/consistent way. The Nazi's did not want to chance anyone living and they decided to build gas chambers where they would enclose the Jews and gas them to death. The Nazi's again showed no sympathy for the women and children, they saw the women as weak people who would not work with children and sent the women with children to the gas chambers first. The Nazi's then sent anyone they though were going to be to weak to work into the gas chambers next. The remaining people, mostly men, were sentenced to work for the Nazi's until death, which came within a year for most. The Americans savagely killed the Indians while the Nazi's savagely killed the Jews.
Although these two events had similarities they also had some differences. The Americans and the Nazi's both wanted to eliminate a race from the earth but they had different reasons. The Americans wanted to eliminate the Indians because they owned very valuable land, land that was excellent for growing crops, land that contained gold and silver and land the Americans could live one. The Americans attacked the Indians to strip them of their land, so the Americans could gain wealth. The Nazi's on the other hand had a very different reason for wanting to eliminate the Jews. The Nazi leader, Hitler, had a great hate for the Jews and was blaming them for the economical issues of Germany. He led his population to their problems stemmed from the Jews and that they should work to eliminate them. The Nazi's and the Americans had very different reasons for trying to eliminate the different races.
The Amount of people that survived the attacks of the Americans and Jews were different. The Indians were almost exterminated by the Americans. The Indian survival rate was very low, when the Americans were done attacking the Indians there were only a few hundred Indians left in each tribe, a number significantly lower then the amount the tribes started with. The Jews on the other hand had many more survivors. The Nazi's killed around six million Jews, some Jewish people surviving in Germany and around the world. The Jewish race had more survivors because their were Jews in other parts of the world and some of them ran away to other countries to survive. Unfortunately, the Indians, who were native to America ran out of places to run to. Today the Native American population is still much smaller.
The last difference between the events was that the Indians fought back while the Jewish people had very little means of fighting back. The Americans started their relationship with the Indians peacefully, this allowed the Indians to acquire guns and other weapons made by the Americans. These weapons allowed the Indians to fight back every step of the way while the Americans were attacking them and trying to steal their lands. The Jews on the other hand were striped of everything on them when they were taken to the concentration camps and they had no way of fighting back. Some of the Jewish population amazingly survived in the concentration camps, by hiding or running away however they were never able to attack/fight against their tormentors as the Native Americans did.
The removal/elimination of Native Americans and the extermination of the Jews by the Nazi's are similar historical events. In both events, a stronger more powerful group of people tried to eliminate another. Although there were some differences, the overall goal and outcome of the two events were very similar the attempted extermination of a race. These events had long term effects on the world.
Citations
(1) Brown, Dee. Bury My Heart at Wounded Knee : An Indian History of the American West. New York, NY: Owl Books, 2003.
(2) Dr S D Stein. "Statements by Hitler and Senior Nazi's Concerning Jews and Judaism." Learning, Teaching and Researching on the Internet. Nov. 1998. 24 Aug. 2008 <http://www.ess.uwe.ac.uk/genocide/statements.htm>.
Thursday, August 21, 2008
A Midwifes Tale
Quintessential American
Heidi Wyman
Quintessential American
Heidi Wyman
When looking for a quintessential American you look for someone who supports the American dream. Martha Ballard is a perfect example of a quintessential American. Martha's life, involvement with the community and job all support the American dream of being successful in society. Martha shows tremendous work ethic in all aspects of her life making her a well respected and great example of an American.
Martha Moore was born in Massachusetts and lived the beginning of her life there. Martha married Ephriam Ballard in 1754 and became Martha Ballard. She gave birth to her first child in 1756 and had four more children in the next ten years. Martha had four girls, three of which died in 1769 from the diphtheria epidemic. Martha gives birth to a child in 1769 and another in 1771 and finally she gave birth to her youngest son on January 1 of 1785. The Ballard family moves to Hallowell, Maine where Ephriam takes over a mill and Martha begins her midwife career. Martha records all of her deliveries and house calls as well as her housework in her diary now known as, A Midwifes Tale. Martha delivered her first child as a midwife in July of 1778 and continued to deliver children for the next thirty four years. She performed eight hundred and fourteen deliveries in Hallowell during her midwife career as well as tending to wounds, illnesses and sores of her neighbors. Martha also had a business in textiles, weaving, knitting and dress making. Martha taught all of her girls how to knit, weave and make dresses so they would be able to support themselves. Martha spent the rest of her time being a mother and taking care of the house. In the end of her life, Martha focuses on her garden while she finishes off her midwife career making her last deliveries in the beginning of 1812 and her last diary entry on May 7th. Martha died a few weeks after making her last diary entry.
Martha Ballard had many jobs including being a midwife, healer, mother, weaver, book keeper and keeper. During her career as midwife, she performed eighth hundred and fourteen deliveries in Hallowell, Maine. Being a midwife was not just a simple job of performing deliveries but also as a healer she tended to all of the neighbors wounds, illnesses and sores, even through the hardest times of the year when the snow was up to your knees in a blizzard. Martha worked hard to make the most deliveries with the least amount of losses, she reported every delivery she attend or performed. An example from her diary shows her diary style, "At Whites. His wife was delivered at 12 O Clok of a daughter and I was Called back to Mr. Parkers. His Lady was delivered at 0 hour 30 minutes of a daughter. I am some fatagud." (1) In this one example Martha delivered two separate children for two different families the Whites and the Parkers. Midwifes not only attended and performed deliveries they also tended to all of their neighbors and family members in times of illness, " At Mr. Hinkleys. Shee remaind poorly till afternoon then by remedys & other means shee got Easyer. I tarried all night" (1) Another part of Martha's job was being a textile maker. Martha and all of her daughter weaved for themselves and others. "Dolly wove her 7 yds of Diaper.", "Dolly warpt a piece for Mrs Pollard of 39 yards.", "Hannah began to weave Cyrus' web", " I have been at home knitting". (1) Hannah, Dolly and Martha spend their time knitting and weaving for others only when they marry do they make themselves blankets. "The girls quilted a two quilts.... They began to quilt at 3 hour pm. Finished and took it out at 7 evening." " The next day they put the quilt into the fraim." (1) Martha's jobs supported her family and gave her a consistent income to rely on. Martha's jobs support the American dream, she had both a successful textile business as well as a successful midwife business.
Another part of Martha's life that supports the American dream and her being a quintessential American is her family life. When Martha was not out with her midwife business, she was at home with her family taking care of her children, her house and growing food and cotton. Martha had four children to take care of and teach the skills they would need to live on their own. Martha spent most of the time with her girls teaching them how to make textiles-quilts, blankets and dresses- a skill they could use to provide money for their own family when they got older. Martha's home life also included taking care of which ever house she was living in. Martha had to cook and clean the house, she had some help from her daughters when they were living with her but when they were not she had all the work to do by herself. Martha also kept a garden where she could grow food that her family would need. Martha tended to her garden and relied on her garden when she got older and could not deliver babies as well as she once used to. Martha's house life was successful, raising children who were successful in society, keeping her house and creating a garden that could supply her family.
Martha's was very successful within her community. Martha had her midwife business that connected her with all of the people in her community and a weaving/textile skill that connected her to many women in the community. Martha cared for many of her community members whether it was through delivering their baby or taking care of them when they were sick. Martha was also just a good neighbor when her community members needed a place to sleep for a few nights or even a long period of time. Martha also contributed to the growth of the community delivering the most babies with the least amount of deaths. Martha took much pride in her community and continuously tried to improve it.
Martha is a quintessential American in many ways. The American dream is to be successful in society, Martha has accomplished this in all aspects of her life. Martha had two jobs, a midwife and textile maker, that were very successful for her. Her family life was successful having four children whom all grew up to be successful in the community. Martha was also very successful in the community, aiding her community members through hard times of sickness and childbirth. Martha's character also lends to the American work ethic, she was a hard worker continuing to deliver babies into her seventies. Martha is truly a quintessential American.
Citations
(1) Ulrich, Laurel T. A Midwife's Tale. New York: Vintage Books, 1991.
Frederick Douglass Thematic Question
Heidi Wyman
In the time Frederick Douglass wrote his autobiography about his life as a slave, slavery was still going on in the south. Frederick's story informed the people of the treatment the slaves were receiving and created a lot of controversy. The majority of people in the north did not have slaves or witness the treatment of slaves in the south, so reading about the slavery in the south and how the slaves were treated was a huge shock to the northern citizens. This was also shocking because Frederick was a former slave of a southern state.
Frederick was born and grew up in Maryland, with a maternal grandmother Betty Bailey. Frederick was owned by Anthony until Anthony's death, when Frederick was given to Lucretia Auld and Thomas Auld. Lucretia sent him to Hugh Auld in Baltimore where his wife taught Frederick how to read and write. Sophia taught Frederick the skills to read and write until her husband found out and forbade her from teaching him anything because he was a slave. Frederick was determined to learn how to read and write and continued to teach himself with help from neighborhood children whom were being taught. Thomas Auld soon hired Frederick out to Mr. Freeman to work on his plantation. While owned by Mr. Freeman, Frederick started a sabbath school where he would teach slaves how to read the new testament and how to write. Frederick taught about forty people in every Sunday session and was successful for about six months. Other slave owners realized that their slaves were learning how to read and write they busted into the school with clubs and stones and ended the school for good. Frederick was sent back to Thomas Auld where he was sent to live with Edward Covey, the "slave breaker". Frederick was whipped often even when there was no reason at all. He was fed up with the beatings and decided to fight back, Frederick was never beaten again by Mr. Covey. Frederick escaped from his owner and made it to the free states.
When Frederick's book was published it created more controversy between the Northern states and the Southern states over slavery. The Northern states did not support slave owning, while the Southern states depended on slaves to farm and produce cotton. The people of the north noticed the injustice of slavery and it shocked them because it was still going on. In other examples of bad treatment of a massive group of people such as the holocaust, the events have already happened when the survivors wrote books about their treatment. Frederick was writing about something that was still going on in another part of America. This created controversy between the slave states and the non-slave states.
Fredericks novel also created controversy because the details of treatment were shocking to those who read about it. Fredericks story revealed how the slaves in the south were treated. He told one story about a slave who was being whipped and ran into the lake to avoid further whipping. The slave refused to get out of the water and the overseer shot and killed him in the water. There were more stories like this in Fredericks autobiography that shocked the people of the north. This created controversy between the slave states and the non-slave states because the most people in the North were not aware of the treatment the southern slaves were receiving. When they learned the details they were outraged. This again adding to the split between the Northern and southern states.
The details of Fredrick's book were not only a shock because it was still happening, it was also a shock because Maryland, where Frederick lived, was supposed to be a kind slavery state. To have Frederick write so horrible things about the treatment he received in Maryland shocked the people of the north. It also shocked them because if this was the treatment of a nice slave state how were the other slave states treating their slaves. Wm. Lloyd Garrison states that "the treatment of slaves in Maryland, in which State it is conceded that they are better fed and less cruelly treated than in Georgia, Alabama, or Louisiana. Many have suffered incomparably more, while very few on the plantations have suffered less, then himself."
This book also created controversy because it was written by a former slave. Some people could not believe that a former slave would know how to read and write well enough to write his own book with no help. People started to question whether Frederick was really a slave because he had the skills to read and write. This was very controversial because the current expectations of slaves were that they were not intelligent and did not know how to read or write because they were unintelligent. Slave owners did not want there slaves to have these skills so they could keep the system of slavery going. That a slave worked on his own to educate himself and succeeded was a shock to many.
Frederick's book not only attacked slave owners it attacked all who were not doing something to stop slavery. Frederick attacked the Southern slave owners who used Christianity to justify their actions against the slaves. Frederick states that he loves "the pure, peaceable, and impartial Christianity of Christ; I therefore hat the corrupt, slaveholding, women-whipping, cradle-plundering, partial and hypocritical Christianity of this land." Frederick also commented on his disapproval of northern Christianity groups/ churches who did not join the fight against slavery. Frederick's views on Christianity were very thought provoking and brought about much disagreement.
Frederick created a lot of controversy between the non-slave states and the slave states of America. His book supported the Abolitionist's cause and increased the split between the States that would lead to the Civil War and eventually the end slavery in the states. Frederick's book addressed aspects slavery that were not well known to many American citizens. He challenged those who were not fighting against slavery and attacked the one thing that the people of American cared about most, their religion. Frederick did more for the slaves then he would ever see in his own life time. Without the controversy created from Frederick's novel, Slavery might have lasted longer, Frederick was an essential contributor to the fight against slavery.
Heidi Wyman
In the time Frederick Douglass wrote his autobiography about his life as a slave, slavery was still going on in the south. Frederick's story informed the people of the treatment the slaves were receiving and created a lot of controversy. The majority of people in the north did not have slaves or witness the treatment of slaves in the south, so reading about the slavery in the south and how the slaves were treated was a huge shock to the northern citizens. This was also shocking because Frederick was a former slave of a southern state.
Frederick was born and grew up in Maryland, with a maternal grandmother Betty Bailey. Frederick was owned by Anthony until Anthony's death, when Frederick was given to Lucretia Auld and Thomas Auld. Lucretia sent him to Hugh Auld in Baltimore where his wife taught Frederick how to read and write. Sophia taught Frederick the skills to read and write until her husband found out and forbade her from teaching him anything because he was a slave. Frederick was determined to learn how to read and write and continued to teach himself with help from neighborhood children whom were being taught. Thomas Auld soon hired Frederick out to Mr. Freeman to work on his plantation. While owned by Mr. Freeman, Frederick started a sabbath school where he would teach slaves how to read the new testament and how to write. Frederick taught about forty people in every Sunday session and was successful for about six months. Other slave owners realized that their slaves were learning how to read and write they busted into the school with clubs and stones and ended the school for good. Frederick was sent back to Thomas Auld where he was sent to live with Edward Covey, the "slave breaker". Frederick was whipped often even when there was no reason at all. He was fed up with the beatings and decided to fight back, Frederick was never beaten again by Mr. Covey. Frederick escaped from his owner and made it to the free states.
When Frederick's book was published it created more controversy between the Northern states and the Southern states over slavery. The Northern states did not support slave owning, while the Southern states depended on slaves to farm and produce cotton. The people of the north noticed the injustice of slavery and it shocked them because it was still going on. In other examples of bad treatment of a massive group of people such as the holocaust, the events have already happened when the survivors wrote books about their treatment. Frederick was writing about something that was still going on in another part of America. This created controversy between the slave states and the non-slave states.
Fredericks novel also created controversy because the details of treatment were shocking to those who read about it. Fredericks story revealed how the slaves in the south were treated. He told one story about a slave who was being whipped and ran into the lake to avoid further whipping. The slave refused to get out of the water and the overseer shot and killed him in the water. There were more stories like this in Fredericks autobiography that shocked the people of the north. This created controversy between the slave states and the non-slave states because the most people in the North were not aware of the treatment the southern slaves were receiving. When they learned the details they were outraged. This again adding to the split between the Northern and southern states.
The details of Fredrick's book were not only a shock because it was still happening, it was also a shock because Maryland, where Frederick lived, was supposed to be a kind slavery state. To have Frederick write so horrible things about the treatment he received in Maryland shocked the people of the north. It also shocked them because if this was the treatment of a nice slave state how were the other slave states treating their slaves. Wm. Lloyd Garrison states that "the treatment of slaves in Maryland, in which State it is conceded that they are better fed and less cruelly treated than in Georgia, Alabama, or Louisiana. Many have suffered incomparably more, while very few on the plantations have suffered less, then himself."
This book also created controversy because it was written by a former slave. Some people could not believe that a former slave would know how to read and write well enough to write his own book with no help. People started to question whether Frederick was really a slave because he had the skills to read and write. This was very controversial because the current expectations of slaves were that they were not intelligent and did not know how to read or write because they were unintelligent. Slave owners did not want there slaves to have these skills so they could keep the system of slavery going. That a slave worked on his own to educate himself and succeeded was a shock to many.
Frederick's book not only attacked slave owners it attacked all who were not doing something to stop slavery. Frederick attacked the Southern slave owners who used Christianity to justify their actions against the slaves. Frederick states that he loves "the pure, peaceable, and impartial Christianity of Christ; I therefore hat the corrupt, slaveholding, women-whipping, cradle-plundering, partial and hypocritical Christianity of this land." Frederick also commented on his disapproval of northern Christianity groups/ churches who did not join the fight against slavery. Frederick's views on Christianity were very thought provoking and brought about much disagreement.
Frederick created a lot of controversy between the non-slave states and the slave states of America. His book supported the Abolitionist's cause and increased the split between the States that would lead to the Civil War and eventually the end slavery in the states. Frederick's book addressed aspects slavery that were not well known to many American citizens. He challenged those who were not fighting against slavery and attacked the one thing that the people of American cared about most, their religion. Frederick did more for the slaves then he would ever see in his own life time. Without the controversy created from Frederick's novel, Slavery might have lasted longer, Frederick was an essential contributor to the fight against slavery.
Tuesday, August 19, 2008
Bury My Heart at Wounded Knee
Heidi Wyman
Part One
The Native American culture thrived in America for many years before the Americans came. In the first six chapters of Dee Brown’s book, Bury My Heart at Wounded Knee, he describes how the Americans treated the Native Americans and how the Native Americans reacted to this treatment. He tells of treaties the Native Americans had with the Americans and how well these treaties were kept by the Native Americans but not respected by the new Americans. Dee Brown provides many examples of how the United States of America has failed in its treatment of Native Americans.
Dee Brown addresses the Navahos relationship with the Americans in the first part of his book. The Navahos’ were a group of Indian farmers who grew plants and raised animals. The Navahos entered into various peace treaties with the Americans, including one in January of 1861 that stated that both sides would be peaceful to each other. The peace treaty was successful for two years with both the Indians and Americans keeping peace. In 1863, Carleton came across the Navahos land with his army and decided that he wanted to have the land. In June of 1863, the Americans broke the peace treaty by starting a campaign, destroying the Indian troops, burning the Indian homes and capturing their animals. After four months, two parts of the Navahos tribe came to Carleton asking for a peace treaty. Carlton told them they could move to the Bosque Redondo reservation. Three months pass and more Navahos came to ask for peace. Carleton denied them and when the whole tribe came back to ask for peace he told them they could go to the reservation and he would transport them there. The journey to Bosque Redondo was three hundred miles, Carleton sent the first group with enough supplies to get to the reservation with the least amount of people dieing so the rest of the tribe would feel comfortable to leave. Two thousand four hundred Navahos were sent on the second trip to the reservation without all the supplies sufficient for the journey. One hundred ninety seven Navahos died on this trip to the reservation. The third group of Navahos had nine hundred forty six travelers and one hundred and ten died. Once the Navahos got to the camp it did not provide them with the land they needed to grow their crops, keep their animals and survive. The Americans again failed to keep their end of the peace treaty.
The next group of Indians that the Americans made a treaty with were the Santee Sioux. The Sioux had four divisions, the Mdewkantons, Wahpentons, Wahpekutes and Sissetons. Before the civil war, the Americans made a treaty with the Indians promising them annuities for the land they were taking from the Indians. In the ten years after the war, the Americans refused to give the Indians annuities, they took their hunting ground and killed off all of the game and buffalos the Sioux needed for food. The Indians were unhappy and responded to this treatment by fighting the Americans under the leadership of Little Crow. The Sioux were not successful and they were placed on trial by Sibley the leader of the American troop. Six hundred Indian Warriors were placed in jail, three hundred and three Indians were sentenced to death and sixteen Indians were sentenced to long-term prison. After the sentences, there were seventeen hundred Indian women and children that would be transferred to Fort Snelling These Indians were assaulted, stoned and clubbed. When the Indians got to Fort Snelling they were underfed and poorly treated. The Americans used the Santee Sioux’s uprising as and excuse to take their land without any payment, exterminate their military leaders and move the Santee’s to a reservation in Dakota. The Americans again failed to keep their end of the treaty with the Indians.
The American set another peace treaty with the Cheyennes that gave them right to build one road on the Cheyennes land, but the Cheyennes did not surrender any rights to land, fishing and hunting over the road and tracks. There was peace from both sides until the Pike’s Peak Gold Rush. Thousands of Americans fled to the Cheyenne land building forts and then Cities. The Cheyennes came back to the Americans trying to keep peace and give them some of their land but nothing more then they were already on. Again the Americans actions broke treaties they had signed with the Cheyennes.
Another treaty is made with the Cheyennes, stating that both sides will be peaceful. The Indians worked to avoid the American soldiers and keep peace. The Americans attacked Lean Bear as he approached in peace. The Cheyennes move from Fort Lyon and the Americans chase after them attacking them. The Americans attack the Cheyennes at Sand Creek and even though they had a peace flag. The Native Americans at Sand Creek were butchered and mutilated, women and children included. The Indians that were left signed a treaty that gave the Americans their land and agreed to live south of the Arkansas. Again, the Americans forced the Indians to give up their land by repeatedly breaking treaties and violent attacks.
The next American treaty made was with the Plains Indians for peace. An American military leader Connor stated that there would be no chance of peace with the Indians and that he would kill all Indians in his way. Connor came into the Indians land without permission, breaking the treaty, and started to build forts. Connor did not stop with one fort but instead pushed into the Native American territory to build a second, he pushed into the Indians land and eventually attacked the Arapaho camp in the Battle of Tongue River. Indian men, women and children were slaughtered and the village was destroyed. The Indians were able to regroup and push Connor from their land for a short time.
The Americans attempt to make another treaty with the Plains Indians and ask them to come to Fort Laramie. This treaty would be for peace and passage through their territory. The Indians agree to go to Fort Laramie and sign the treaty but when Red Bull gets there and is waiting for the American representatives, they discover that while they are waiting to sign a treaty American soldiers are trying to take their land (the Cheyennes last hunting ground) by force and thus they back out of the treaty. At this point Red Cloud and the Cheyennes join with the leaders from the Arapahos and Sioux to work together against the Americans. They attack repeatedly on the Americans railroads, wagons and anyone who entered their territory. The Indians were successful and when Sherman came they got their hunting grounds back from the Americans for a short period of time.
The Americans repeatedly made treaties with the Indians to make them feel safe and then attacked them to get their land, animals or just to kill them. The Americans justified their action with a term created by Americans Manifest Destiny. This meant that the dominant race would rule the land. The Americans believed that they were the dominant race so they would be able to rule the Indians and all of the land the Indians owned. America has failed in its treatment of Indians, they over and over again made treaties with the Indians and never kept them. Americans fought the Indians when all they wanted was peace, they destroyed them when the Indians never had the proper equipment to protect themselves and fight back. The Americans destroyed their race out of greed, this is complete failure of proper treatment of Native Americans.
Heidi Wyman
Part One
The Native American culture thrived in America for many years before the Americans came. In the first six chapters of Dee Brown’s book, Bury My Heart at Wounded Knee, he describes how the Americans treated the Native Americans and how the Native Americans reacted to this treatment. He tells of treaties the Native Americans had with the Americans and how well these treaties were kept by the Native Americans but not respected by the new Americans. Dee Brown provides many examples of how the United States of America has failed in its treatment of Native Americans.
Dee Brown addresses the Navahos relationship with the Americans in the first part of his book. The Navahos’ were a group of Indian farmers who grew plants and raised animals. The Navahos entered into various peace treaties with the Americans, including one in January of 1861 that stated that both sides would be peaceful to each other. The peace treaty was successful for two years with both the Indians and Americans keeping peace. In 1863, Carleton came across the Navahos land with his army and decided that he wanted to have the land. In June of 1863, the Americans broke the peace treaty by starting a campaign, destroying the Indian troops, burning the Indian homes and capturing their animals. After four months, two parts of the Navahos tribe came to Carleton asking for a peace treaty. Carlton told them they could move to the Bosque Redondo reservation. Three months pass and more Navahos came to ask for peace. Carleton denied them and when the whole tribe came back to ask for peace he told them they could go to the reservation and he would transport them there. The journey to Bosque Redondo was three hundred miles, Carleton sent the first group with enough supplies to get to the reservation with the least amount of people dieing so the rest of the tribe would feel comfortable to leave. Two thousand four hundred Navahos were sent on the second trip to the reservation without all the supplies sufficient for the journey. One hundred ninety seven Navahos died on this trip to the reservation. The third group of Navahos had nine hundred forty six travelers and one hundred and ten died. Once the Navahos got to the camp it did not provide them with the land they needed to grow their crops, keep their animals and survive. The Americans again failed to keep their end of the peace treaty.
The next group of Indians that the Americans made a treaty with were the Santee Sioux. The Sioux had four divisions, the Mdewkantons, Wahpentons, Wahpekutes and Sissetons. Before the civil war, the Americans made a treaty with the Indians promising them annuities for the land they were taking from the Indians. In the ten years after the war, the Americans refused to give the Indians annuities, they took their hunting ground and killed off all of the game and buffalos the Sioux needed for food. The Indians were unhappy and responded to this treatment by fighting the Americans under the leadership of Little Crow. The Sioux were not successful and they were placed on trial by Sibley the leader of the American troop. Six hundred Indian Warriors were placed in jail, three hundred and three Indians were sentenced to death and sixteen Indians were sentenced to long-term prison. After the sentences, there were seventeen hundred Indian women and children that would be transferred to Fort Snelling These Indians were assaulted, stoned and clubbed. When the Indians got to Fort Snelling they were underfed and poorly treated. The Americans used the Santee Sioux’s uprising as and excuse to take their land without any payment, exterminate their military leaders and move the Santee’s to a reservation in Dakota. The Americans again failed to keep their end of the treaty with the Indians.
The American set another peace treaty with the Cheyennes that gave them right to build one road on the Cheyennes land, but the Cheyennes did not surrender any rights to land, fishing and hunting over the road and tracks. There was peace from both sides until the Pike’s Peak Gold Rush. Thousands of Americans fled to the Cheyenne land building forts and then Cities. The Cheyennes came back to the Americans trying to keep peace and give them some of their land but nothing more then they were already on. Again the Americans actions broke treaties they had signed with the Cheyennes.
Another treaty is made with the Cheyennes, stating that both sides will be peaceful. The Indians worked to avoid the American soldiers and keep peace. The Americans attacked Lean Bear as he approached in peace. The Cheyennes move from Fort Lyon and the Americans chase after them attacking them. The Americans attack the Cheyennes at Sand Creek and even though they had a peace flag. The Native Americans at Sand Creek were butchered and mutilated, women and children included. The Indians that were left signed a treaty that gave the Americans their land and agreed to live south of the Arkansas. Again, the Americans forced the Indians to give up their land by repeatedly breaking treaties and violent attacks.
The next American treaty made was with the Plains Indians for peace. An American military leader Connor stated that there would be no chance of peace with the Indians and that he would kill all Indians in his way. Connor came into the Indians land without permission, breaking the treaty, and started to build forts. Connor did not stop with one fort but instead pushed into the Native American territory to build a second, he pushed into the Indians land and eventually attacked the Arapaho camp in the Battle of Tongue River. Indian men, women and children were slaughtered and the village was destroyed. The Indians were able to regroup and push Connor from their land for a short time.
The Americans attempt to make another treaty with the Plains Indians and ask them to come to Fort Laramie. This treaty would be for peace and passage through their territory. The Indians agree to go to Fort Laramie and sign the treaty but when Red Bull gets there and is waiting for the American representatives, they discover that while they are waiting to sign a treaty American soldiers are trying to take their land (the Cheyennes last hunting ground) by force and thus they back out of the treaty. At this point Red Cloud and the Cheyennes join with the leaders from the Arapahos and Sioux to work together against the Americans. They attack repeatedly on the Americans railroads, wagons and anyone who entered their territory. The Indians were successful and when Sherman came they got their hunting grounds back from the Americans for a short period of time.
The Americans repeatedly made treaties with the Indians to make them feel safe and then attacked them to get their land, animals or just to kill them. The Americans justified their action with a term created by Americans Manifest Destiny. This meant that the dominant race would rule the land. The Americans believed that they were the dominant race so they would be able to rule the Indians and all of the land the Indians owned. America has failed in its treatment of Indians, they over and over again made treaties with the Indians and never kept them. Americans fought the Indians when all they wanted was peace, they destroyed them when the Indians never had the proper equipment to protect themselves and fight back. The Americans destroyed their race out of greed, this is complete failure of proper treatment of Native Americans.
Friday, August 1, 2008
Frederick Douglass or Frederick Augustus Washington Bailey as named at birth, was an African American slave during the 19th century. He had many different masters who all forced him to work usually on the farms or boats. Frederick witnessed and received some of most gruesome beatings and shootings of African American slaves. During his time as a slave, Frederick never knew what abolition meant but he continuously fought for the cause especially after gaining his freedom. Fredericks intention for publishing his life story was to fight against the slavery of the south.
Frederick Douglass' felt his first obligation was to expose the treatment of the slaves to the citizens of the Northern states. Douglass' short book of one hundred and twenty one pages shows many times the cruel treatment the slaves received from their masters. One of the most striking examples Frederick gives is when a man ran into the lake to avoid being whipped. "He had given Demby but few stripes, when to get rid of the scourging, he ran and plunged himself into the creek, and stood there at the depth of his shoulders, refusing to come out." The overseer then "raised his musket to his face, taking deadly aim at his standing victim, and in an instant poor Demby was no more." (1) Douglass felt obligated to tell the people of the north of this outrageous treatment and that no legal action was taken against the overseer. Frederick wanted to inform people that this treatment continues every day in the southern states. Fredericks second reason for writing his book was to prove that he was and had been a slave. When people found out that Frederick knew how to read, write and speak eloquently, they questioned if he had ever been a slave. Frederick states that "People doubted if I had ever been a slave." (1) He felt he needed to tell details of his story to legitimize his messages. He was successful in his task giving those included enough information to verify his life story if they chose. Frederick felt it was very important to tell his story even if it meant he had to flee to Europe for a time.
Frederick's story did not just inform the people of the north, it shocked them, Wm. Lloyd Garrison states that these people were "so profoundly ignorant of the nature of slavery". (1) People of the north acknowledged that the southern states had slaves but they did not know how the slaves were being treated. The people of the north were oblivious to the injustice, exposure to outrages and savage barbarity that the southern slaves were facing. They were also not aware of the scourging, mutilations, branding and banishment of knowledge that the slaves were receiving. "When all the rights of the humanity are annihilated, any barrier remains to protect the victim from the fury of the spoiler." The people of the north were not only shocked because of the treatment of the southern slaves, they were also shocked because it was still happening. In other examples, such as stories from the holocaust, the events are over. Frederick was writing with slavery still going on and with African American people still being beaten. Not only does Frederick write about the slaves still in the southern states he expresses his concern for those slaves. "From that time until now, I have been engaged in pleading the cause of my brethren - with what success and with devotion, I leave those acquainted with my labors to decide." (1)
Frederick Douglass' intent when he wrote his life story was to fight against slavery. Douglass continued to fight against slavery for the rest of his life, writing another book, My Bondage And My Freedom, and working with Lincoln to free the slaves. Frederick was the best fit to lead the abolitionists toward freedom of the African Americans. From the years 1842 to 1844 Frederick made speeches and soon started to publish a news paper for the free African Americans of the North. Gregory Stephens states that "it is Douglass, rather than Lincoln, who represents the Republican Party's most inclusive legacy."(1) Frederick was a great leader to the fight against slavery and his efforts would pay off in the end. Frederick not only participated in the fight against slavery, he took part in fighting for womens rights. He had an important role in the Seneca Falls Convention in 1848, where they would take the first step in getting women rights. When he started the fight for womens rights he, started to publish stories in his paper with titles such as "Right is of no sex, truth is of no color."(1)
Frederick was very successful with his autobiography fighting against slavery. Fredericks story shocked all who read it at the time and it continues to educate readers, it made people realize that the slaves of the south were being cruelly treated and that something needed to be done about it. The stories Frederick told were gruesome and new to the people of the north. The world of the nineteenth century was completely different then our world today. Today if things such as slavery were happening in one part of the world it would be on the news and everyone in the world would know about it. However, this doesn't mean the U.S. does anything to help or change these situations. We need motivations to get involved such as Frederick's book. In the nineteenth century, there was no television or news to inform the people of what was going on. Frederick Douglass took on the task of informing and fighting against slavery and was very successful.
Citations
1) Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Signet Classics, 2005.
Frederick Douglass' felt his first obligation was to expose the treatment of the slaves to the citizens of the Northern states. Douglass' short book of one hundred and twenty one pages shows many times the cruel treatment the slaves received from their masters. One of the most striking examples Frederick gives is when a man ran into the lake to avoid being whipped. "He had given Demby but few stripes, when to get rid of the scourging, he ran and plunged himself into the creek, and stood there at the depth of his shoulders, refusing to come out." The overseer then "raised his musket to his face, taking deadly aim at his standing victim, and in an instant poor Demby was no more." (1) Douglass felt obligated to tell the people of the north of this outrageous treatment and that no legal action was taken against the overseer. Frederick wanted to inform people that this treatment continues every day in the southern states. Fredericks second reason for writing his book was to prove that he was and had been a slave. When people found out that Frederick knew how to read, write and speak eloquently, they questioned if he had ever been a slave. Frederick states that "People doubted if I had ever been a slave." (1) He felt he needed to tell details of his story to legitimize his messages. He was successful in his task giving those included enough information to verify his life story if they chose. Frederick felt it was very important to tell his story even if it meant he had to flee to Europe for a time.
Frederick's story did not just inform the people of the north, it shocked them, Wm. Lloyd Garrison states that these people were "so profoundly ignorant of the nature of slavery". (1) People of the north acknowledged that the southern states had slaves but they did not know how the slaves were being treated. The people of the north were oblivious to the injustice, exposure to outrages and savage barbarity that the southern slaves were facing. They were also not aware of the scourging, mutilations, branding and banishment of knowledge that the slaves were receiving. "When all the rights of the humanity are annihilated, any barrier remains to protect the victim from the fury of the spoiler." The people of the north were not only shocked because of the treatment of the southern slaves, they were also shocked because it was still happening. In other examples, such as stories from the holocaust, the events are over. Frederick was writing with slavery still going on and with African American people still being beaten. Not only does Frederick write about the slaves still in the southern states he expresses his concern for those slaves. "From that time until now, I have been engaged in pleading the cause of my brethren - with what success and with devotion, I leave those acquainted with my labors to decide." (1)
Frederick Douglass' intent when he wrote his life story was to fight against slavery. Douglass continued to fight against slavery for the rest of his life, writing another book, My Bondage And My Freedom, and working with Lincoln to free the slaves. Frederick was the best fit to lead the abolitionists toward freedom of the African Americans. From the years 1842 to 1844 Frederick made speeches and soon started to publish a news paper for the free African Americans of the North. Gregory Stephens states that "it is Douglass, rather than Lincoln, who represents the Republican Party's most inclusive legacy."(1) Frederick was a great leader to the fight against slavery and his efforts would pay off in the end. Frederick not only participated in the fight against slavery, he took part in fighting for womens rights. He had an important role in the Seneca Falls Convention in 1848, where they would take the first step in getting women rights. When he started the fight for womens rights he, started to publish stories in his paper with titles such as "Right is of no sex, truth is of no color."(1)
Frederick was very successful with his autobiography fighting against slavery. Fredericks story shocked all who read it at the time and it continues to educate readers, it made people realize that the slaves of the south were being cruelly treated and that something needed to be done about it. The stories Frederick told were gruesome and new to the people of the north. The world of the nineteenth century was completely different then our world today. Today if things such as slavery were happening in one part of the world it would be on the news and everyone in the world would know about it. However, this doesn't mean the U.S. does anything to help or change these situations. We need motivations to get involved such as Frederick's book. In the nineteenth century, there was no television or news to inform the people of what was going on. Frederick Douglass took on the task of informing and fighting against slavery and was very successful.
Citations
1) Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Signet Classics, 2005.
Wednesday, July 16, 2008
Franklin Virtue
The virtue that I chose was cleanliness. I have chosen to use franklin's definition, tolerate no uncleanliness in the body, cloths, or habitation. I liked his definition because he covered all the bases, cleaning yourself and anything that will affect you. I picked this virtue because I am usually a pretty clean person but this summer with all of my work, summer work, sports and family functions, that has gone out of the window and my room along with other parts of my daily life has become very unclean. I plan to work on this virtue by keeping everything around me clean, making sure that the space I live in has no mess and is very organized so I know where everything is and I will be presented as a person that has it all together. I will make sure that the things I use are put back where I got them so some one else does not have to clean them up. I will clean one part of my clothes and habitation every day.
Saturday-
Today I wake up and do my normal morning duties, take a shower, brush my teeth, comb my hair and put it up and put in my contacts. This starts my clean day off well. My day continues and I participate in a chocolate slip and slide, this was not clean but as soon as it was done I took a shower with extra shampoo to clean off all of the chocolate and to get into clean clothes. I participate in a game of man hunt with the other teenagers at the campground and obtain a grass stain on my pants. I had to go back to the camp to change my pants and wash them so the stain will not be a dark as it could be.
Sunday-
Being at the campground throws off my cleanliness, I have to get up and clean out the tent. This means that I have to take the pillows and blankets from the bed and bring them into the camper to put them under the couch. I had to then take down the air mattress and put it back into the bag. (This is not an easy task, but it keeps it clean.) When that was done I could do my normal morning things, shower brush my teeth and hair ect. We get home and we have to clean out the camper and bring everything inside. Once the camper is cleaned I can go to wal-mart and get the supplies to wash my car. I bring them home and take 2 hours to wash my car.
Monday-
Today I woke up and took a shower, brushed my teeth and hair and put my contacts in. My cousin had stayed the night and I had to pick up the air mattress that she had used. Cleanliness is not only cleaning yourself but cleaning anything that will affect yourself, like this bed in the middle of my floor. It occurred to me that cleanliness of habitat would imply making my bed every morning and I made my bed when I thought about it.
Tuesday-
I wake up and do my morning routine and added making my bed to my routine. I packed in my duffel bag all of the clean clothes that I would need for my sports of the day. I took another shower when returning from the rope swing in Hartland. I had to drive to Laura's house on her dirt road and got my car completely covered in dirt, I had to wash it off when I got home that night. After meeting Laura I changed into my softball clean clothes and then went to the game. After my softball game I had to change into my clean basketball clothes very quickly and play in the game. When the game was over I had to get out of the sweaty clothes and put on clean ones for the baseball game I went to watch.
Wednesday-
I wake up and do not take my shower because we are headed to the beach and I would get very dirty at the beach. When we got to the beach Laura and I set up towels on the sand so we could lay or sit down without getting the sand all over us. I went swimming in the ocean and then dried off on my towel so the sand would fall off me. I took a shower and put on clean clothes so I could ride home. My sister drove my car to the beach today, while I drove with my other siblings in my fathers car. I have to clean out my car from the mess that was made in it. When I get into my room I find another mess of clothes that are still in the laundry basket and dirty clothes that need to be taken down to the wash. I take care of the mess and start the wash.
Thursday-
Again I wake up and do my morning cleaning, shower, brush my teeth and hair, get dressed in clean clothes and make my bed. From the beach there is a lot of sand in my car so my cleaning for today is to vacuum out my car. I noticed that my dirty clothes were getting high and I sorted them and started the washer. That was my cleaning for the day.
Friday-
I got up this morning and had to watch my little brothers, this puts off my morning shower and clean up a little bit. I switched my clothes from the washer to the dryer. When the clothes were done in the dryer I took them to my room and took care of them. I also cleaned my room and the bathroom.
Evaluation-
I think that I did pretty well with my virtue. I cleaned one big part of my body, clothes and habitat on each day. I feel that my virtue is was hard at times and not hard at other times. I found it actually relaxing to clean and be by myself for the time I was cleaning. I also found out that cleanliness has a lot more to it then just picking up after yourself when you are talking about cleanliness in habitat. Many other people can make a mess in your habitat that you have to clean it, like my sister and my car. I also think that I was not always clean, I did not master my virtue. To tolerate no uncleanliness has its hard times, if you fallow it all the time then you will have to miss out on things like the chocolate slip and slide and other fun things. It is impossible to have no tolerance.
Saturday-
Today I wake up and do my normal morning duties, take a shower, brush my teeth, comb my hair and put it up and put in my contacts. This starts my clean day off well. My day continues and I participate in a chocolate slip and slide, this was not clean but as soon as it was done I took a shower with extra shampoo to clean off all of the chocolate and to get into clean clothes. I participate in a game of man hunt with the other teenagers at the campground and obtain a grass stain on my pants. I had to go back to the camp to change my pants and wash them so the stain will not be a dark as it could be.
Sunday-
Being at the campground throws off my cleanliness, I have to get up and clean out the tent. This means that I have to take the pillows and blankets from the bed and bring them into the camper to put them under the couch. I had to then take down the air mattress and put it back into the bag. (This is not an easy task, but it keeps it clean.) When that was done I could do my normal morning things, shower brush my teeth and hair ect. We get home and we have to clean out the camper and bring everything inside. Once the camper is cleaned I can go to wal-mart and get the supplies to wash my car. I bring them home and take 2 hours to wash my car.
Monday-
Today I woke up and took a shower, brushed my teeth and hair and put my contacts in. My cousin had stayed the night and I had to pick up the air mattress that she had used. Cleanliness is not only cleaning yourself but cleaning anything that will affect yourself, like this bed in the middle of my floor. It occurred to me that cleanliness of habitat would imply making my bed every morning and I made my bed when I thought about it.
Tuesday-
I wake up and do my morning routine and added making my bed to my routine. I packed in my duffel bag all of the clean clothes that I would need for my sports of the day. I took another shower when returning from the rope swing in Hartland. I had to drive to Laura's house on her dirt road and got my car completely covered in dirt, I had to wash it off when I got home that night. After meeting Laura I changed into my softball clean clothes and then went to the game. After my softball game I had to change into my clean basketball clothes very quickly and play in the game. When the game was over I had to get out of the sweaty clothes and put on clean ones for the baseball game I went to watch.
Wednesday-
I wake up and do not take my shower because we are headed to the beach and I would get very dirty at the beach. When we got to the beach Laura and I set up towels on the sand so we could lay or sit down without getting the sand all over us. I went swimming in the ocean and then dried off on my towel so the sand would fall off me. I took a shower and put on clean clothes so I could ride home. My sister drove my car to the beach today, while I drove with my other siblings in my fathers car. I have to clean out my car from the mess that was made in it. When I get into my room I find another mess of clothes that are still in the laundry basket and dirty clothes that need to be taken down to the wash. I take care of the mess and start the wash.
Thursday-
Again I wake up and do my morning cleaning, shower, brush my teeth and hair, get dressed in clean clothes and make my bed. From the beach there is a lot of sand in my car so my cleaning for today is to vacuum out my car. I noticed that my dirty clothes were getting high and I sorted them and started the washer. That was my cleaning for the day.
Friday-
I got up this morning and had to watch my little brothers, this puts off my morning shower and clean up a little bit. I switched my clothes from the washer to the dryer. When the clothes were done in the dryer I took them to my room and took care of them. I also cleaned my room and the bathroom.
Evaluation-
I think that I did pretty well with my virtue. I cleaned one big part of my body, clothes and habitat on each day. I feel that my virtue is was hard at times and not hard at other times. I found it actually relaxing to clean and be by myself for the time I was cleaning. I also found out that cleanliness has a lot more to it then just picking up after yourself when you are talking about cleanliness in habitat. Many other people can make a mess in your habitat that you have to clean it, like my sister and my car. I also think that I was not always clean, I did not master my virtue. To tolerate no uncleanliness has its hard times, if you fallow it all the time then you will have to miss out on things like the chocolate slip and slide and other fun things. It is impossible to have no tolerance.
Sunday, July 13, 2008
Third Week: Touching Spirit Bear
During Cole's time on the island, he spends a lot of time creating a totem pole to represent the change that is happening within him. Totem poles are an ancient tradition of the Northwest Native American tribes. They depict legends, clan lineages and notable events. They also illustrate stories historic people, represent shamanic people and they provide objects of public ridicule. Some poles represent quarrels, murder and/or debt. Native Americans created totem poles to celebrate cultural beliefs, artistic presentations and mortuaries. Native Americans drew inspiration from things around them such as animals or natural elements. They placed them on the totem pole in order of their importance. Many tribes used the bottom
as the most important. The totem pole was the first thing that people were going to see when they were on the tribes ground therefore the totem pole had to look representable. The tribes chief carver and his apprentice carved the totem poles, the chief would carve the bottom 1o ft and his apprentice would carve the top. The bottom would be of better quality and usually represented the most important event or legend. Cole used the totem pole to represent the change he was making, he used the animals he was seeing on the island to show the lessons he was learning. The most important part of his change was located at the bottom of the totem pole, helping Peter. Cole used the pole to help him change and it became the link to him helping Peter get past Cole beating him and putting him in hospital.
"Native American Totem Poles." 2007. Native Languages of America. 13 July 2008.
"Native American Totem Poles." Support Native American Art. 2008. 13 July 2008.
as the most important. The totem pole was the first thing that people were going to see when they were on the tribes ground therefore the totem pole had to look representable. The tribes chief carver and his apprentice carved the totem poles, the chief would carve the bottom 1o ft and his apprentice would carve the top. The bottom would be of better quality and usually represented the most important event or legend. Cole used the totem pole to represent the change he was making, he used the animals he was seeing on the island to show the lessons he was learning. The most important part of his change was located at the bottom of the totem pole, helping Peter. Cole used the pole to help him change and it became the link to him helping Peter get past Cole beating him and putting him in hospital.
"Native American Totem Poles." 2007. Native Languages of America. 13 July 2008
"Native American Totem Poles." Support Native American Art. 2008. 13 July 2008
Saturday, July 12, 2008
Authors Intent: A midwife's Tale
Laurel Thatcher Ulrich has a strong background and interest in history. Mrs. Ulrich gained her bachelors degree in history at the University of Utah, her masters in English Literature at Simmons college and her Ph D in history at the University of New Hampshire. Professor Ulrich is now the James Duncan Phillips Professor of Early American History. Her books all center around women and their role in society during Early America. Her love of history and research and interest in exposing the roles of women in early American society have led to interesting nonfiction works enlightening us. Professor Ulrich's main interest in Martha Ballard's diary was to define the role of women in the late 18th early 19th centuries. Her authors intent was to inform and enlighten us of the roles of women in Hallowell, Maine and their workings in the community.
Ulrich's first book was titled Good Wives, this book explained the role of "good' wives in traditional society. Ulrich was striving to provide insight on the lives of early American women in New England, she used court records, probate records, family papers, diaries of men, church records and contents of ministerial sermons to show the roles of women in early America. This book led Laurel Ulrich to search for more data related to women and early American history and she stumbled upon Martha's diary in the Maine state library. This let her to petition for the support of the National Endowment for the Humanities to allow her to study and interpret Martha's Diary. Professor Ulrich saw studying Martha's diary as a connection between past work and future work. Professor Ulrich's planned a two month study of the diary which turned into an 8 year dissection of Martha's diary that turned into A Midwife's Tale.
Professor Ulrich had many intents while writing this book. Her first intent was to examine an old and detailed diary that had not yet been used to its full potential. James E. North quoted a few passages from Martha's diary but he did not focus on the female aspects presented in the diary. The diary was partially neglected because of North's excerpts chosen for the History of Augusta. Professor Ulrich intended to provide us with a valuable exhibit of everyday life of the 18/19 century. Her book would show how the little town of Hallowell functioned from when Martha moved to Hallowell 1785 to Martha's death in 1812.
In her first book Good Wives, Professor Ulrich had a hard time finding women's writings and accounts from the early New England time period. Thus making it harder to write her book. When she started to research Martha's diary, she was amazed at the amount of material in it. She states that "Martha's diary is an unparalleled document in early American history." and that it is "powerful in part because it is so difficult to use". Ulrich's initial intention was to have a short paper that would connect her current writing and her future writing, that would only take her the summer. As she started to read and dissect Martha's diary, her intent changed from just being a short connecting paper to a book that would explain the daily life of early Maine.
Ulrich's intention was not to publish Martha's diary or to make a substitute for Martha's diary but to interpret the diary for twentieth century readers. With this intent Ulrich had to do additional research looking at wills, tax lists, deeds, court records, medical treatises, novels, and fragmentary papers of Maine physicians. With this research and Martha's diary, Ulrich was able to create a book about the womens role in the 18th/19th centuries with great support from Martha's records. It gives us insight into the community from a woman's view and an idea of women's daily life in this time period. Professor Ulrich was successful at defining the role of women in the late 18th early 19th century.
Laurel Thatcher Ulrich has a strong background and interest in history. Mrs. Ulrich gained her bachelors degree in history at the University of Utah, her masters in English Literature at Simmons college and her Ph D in history at the University of New Hampshire. Professor Ulrich is now the James Duncan Phillips Professor of Early American History. Her books all center around women and their role in society during Early America. Her love of history and research and interest in exposing the roles of women in early American society have led to interesting nonfiction works enlightening us. Professor Ulrich's main interest in Martha Ballard's diary was to define the role of women in the late 18th early 19th centuries. Her authors intent was to inform and enlighten us of the roles of women in Hallowell, Maine and their workings in the community.
Ulrich's first book was titled Good Wives, this book explained the role of "good' wives in traditional society. Ulrich was striving to provide insight on the lives of early American women in New England, she used court records, probate records, family papers, diaries of men, church records and contents of ministerial sermons to show the roles of women in early America. This book led Laurel Ulrich to search for more data related to women and early American history and she stumbled upon Martha's diary in the Maine state library. This let her to petition for the support of the National Endowment for the Humanities to allow her to study and interpret Martha's Diary. Professor Ulrich saw studying Martha's diary as a connection between past work and future work. Professor Ulrich's planned a two month study of the diary which turned into an 8 year dissection of Martha's diary that turned into A Midwife's Tale.
Professor Ulrich had many intents while writing this book. Her first intent was to examine an old and detailed diary that had not yet been used to its full potential. James E. North quoted a few passages from Martha's diary but he did not focus on the female aspects presented in the diary. The diary was partially neglected because of North's excerpts chosen for the History of Augusta. Professor Ulrich intended to provide us with a valuable exhibit of everyday life of the 18/19 century. Her book would show how the little town of Hallowell functioned from when Martha moved to Hallowell 1785 to Martha's death in 1812.
In her first book Good Wives, Professor Ulrich had a hard time finding women's writings and accounts from the early New England time period. Thus making it harder to write her book. When she started to research Martha's diary, she was amazed at the amount of material in it. She states that "Martha's diary is an unparalleled document in early American history." and that it is "powerful in part because it is so difficult to use". Ulrich's initial intention was to have a short paper that would connect her current writing and her future writing, that would only take her the summer. As she started to read and dissect Martha's diary, her intent changed from just being a short connecting paper to a book that would explain the daily life of early Maine.
Ulrich's intention was not to publish Martha's diary or to make a substitute for Martha's diary but to interpret the diary for twentieth century readers. With this intent Ulrich had to do additional research looking at wills, tax lists, deeds, court records, medical treatises, novels, and fragmentary papers of Maine physicians. With this research and Martha's diary, Ulrich was able to create a book about the womens role in the 18th/19th centuries with great support from Martha's records. It gives us insight into the community from a woman's view and an idea of women's daily life in this time period. Professor Ulrich was successful at defining the role of women in the late 18th early 19th century.
Monday, July 7, 2008
There are certain basic parts to being a community, parts that every community should have whether it is successful or not. A community starts with providing a safe place to live. Safety usually stems from some sort of organization, law or community rules that allow people to successfully get along and live together. A more successful community would include developing friendships, social relations such as barn raisings and dances and developing groups which people interact with such as churches, clubs or community centers. These other activities may mean that you have a bigger community not necessarily a more successful community.
In the late 18th early 19th century town of Hallowell, a high percentage of the people worked to make a successful community. Almost every person in the town had a part in the community, whether they were the midwife traveling to all of the homes tending to the sick and delivering babies or the women working together to make quilts and textiles. Trying to create a successful community played a larger role in the lives of the citizens of Hallowell, Maine in the late 18th and early 19th centuries than today. Martha Ballard shows many examples of this in her diary.
First, Martha talks many times of the women of the town attending the births of other women to assist the new mother. The women attending did not have to have any relation to the mother to be, they simply wanted to lend their help and knowledge to a community member. Martha noted this several times throughout her diary, " The babe weighted 11 pounds Sally Cleark & Preuda Snow came at evening, there all night." , "Pruda helpt wash Sally assisted. She tarried all night." (1, pg 314) During most childbirth today, the people that assist the mother in the hospital are usually family members and close friends along with the doctor that is delivering the baby. Other community members from where the women lives do not attend the mother during delivery.
A second example Martha discusses is how citizens work together to help each other out. When the Ballard mill had burned, she explains that the men came to help and the women prepared for the dance that would fallow the finishing of the mills. "The working men came to begin the framing.", "We raised the saw mill fraim Mr. Marsh & Thomas were hurt. The business otherways done with safety.", "The young folks had a dance at evening, dispersed at midnight." (1, pg 71) The people of Hallowell came together to help a man in need of a mill and successfully built one. This kind of help was common during Martha's time, she talks of other times when barns had burned or were needed and the Hallowell town came together to help rebuild/build the barn. Martha referred to these as barn raisings. Today when a barn burns the town goes out to watch but no one thinks about helping to rebuild the barn, we hire a contractor. The occurrence of a community coming together to rebuild a home does happen rarely and many times it is for tv publicity.
A third example is seen throughout Martha's diary, she talks about dressing and preparing members of the community that have died. Martha and other midwife's who tend to the sick and dying, wash the bodies and put on the burial clothes when they die. "I went to Doct Colmans at 1 hour pm. His child expird at 4. I put on the grave cloaths and tarried till 7. " (1, pg 72) "Shee departed this life about 1 pm. I asisted to lay her out." (1, pg 39) When a person dies today they are sent to a mortician, who cleans prepares the body and makes the body presentable to family and friends. This job is usually done by one man who preforms this duty by himself for many years, not the community as a whole. Martha's examples show the difference in importance of a community in the lives of people in the late 18th early 19th century and the lives of people today.
Martha's diary gives us a final example revolving around citizens trading trading in the community. People within the Hallowell community frequently traded goods and services to help their neighbors and themselves. "Mrs Savage here. Shee has spun 40 double skeins for me since April 15th and had 2 bushl of ashes & some phisic for James... I let her have skein of lining wrap. The whole is 6/ X", "Called at Daughter Lambards. Brot 6 lbs 3/4 veal from her. Lafaett Ploughd the S end of our field." Martha and Daughter Lambard have traded veal for a plowed field. Today our primary way of obtaining what we need is to use money as payment, their is very little trading of goods for services, goods for goods, etc. in our communities.
In the late 18th early 19th century town of Hallowell, a high percentage of the people worked to make a successful community. Almost every person in the town had a part in the community, whether they were the midwife traveling to all of the homes tending to the sick and delivering babies or the women working together to make quilts and textiles. Trying to create a successful community played a larger role in the lives of the citizens of Hallowell, Maine in the late 18th and early 19th centuries than today. Martha Ballard shows many examples of this in her diary.
First, Martha talks many times of the women of the town attending the births of other women to assist the new mother. The women attending did not have to have any relation to the mother to be, they simply wanted to lend their help and knowledge to a community member. Martha noted this several times throughout her diary, " The babe weighted 11 pounds Sally Cleark & Preuda Snow came at evening, there all night." , "Pruda helpt wash Sally assisted. She tarried all night." (1, pg 314) During most childbirth today, the people that assist the mother in the hospital are usually family members and close friends along with the doctor that is delivering the baby. Other community members from where the women lives do not attend the mother during delivery.
A second example Martha discusses is how citizens work together to help each other out. When the Ballard mill had burned, she explains that the men came to help and the women prepared for the dance that would fallow the finishing of the mills. "The working men came to begin the framing.", "We raised the saw mill fraim Mr. Marsh & Thomas were hurt. The business otherways done with safety.", "The young folks had a dance at evening, dispersed at midnight." (1, pg 71) The people of Hallowell came together to help a man in need of a mill and successfully built one. This kind of help was common during Martha's time, she talks of other times when barns had burned or were needed and the Hallowell town came together to help rebuild/build the barn. Martha referred to these as barn raisings. Today when a barn burns the town goes out to watch but no one thinks about helping to rebuild the barn, we hire a contractor. The occurrence of a community coming together to rebuild a home does happen rarely and many times it is for tv publicity.
A third example is seen throughout Martha's diary, she talks about dressing and preparing members of the community that have died. Martha and other midwife's who tend to the sick and dying, wash the bodies and put on the burial clothes when they die. "I went to Doct Colmans at 1 hour pm. His child expird at 4. I put on the grave cloaths and tarried till 7. " (1, pg 72) "Shee departed this life about 1 pm. I asisted to lay her out." (1, pg 39) When a person dies today they are sent to a mortician, who cleans prepares the body and makes the body presentable to family and friends. This job is usually done by one man who preforms this duty by himself for many years, not the community as a whole. Martha's examples show the difference in importance of a community in the lives of people in the late 18th early 19th century and the lives of people today.
Martha's diary gives us a final example revolving around citizens trading trading in the community. People within the Hallowell community frequently traded goods and services to help their neighbors and themselves. "Mrs Savage here. Shee has spun 40 double skeins for me since April 15th and had 2 bushl of ashes & some phisic for James... I let her have skein of lining wrap. The whole is 6/ X", "Called at Daughter Lambards. Brot 6 lbs 3/4 veal from her. Lafaett Ploughd the S end of our field." Martha and Daughter Lambard have traded veal for a plowed field. Today our primary way of obtaining what we need is to use money as payment, their is very little trading of goods for services, goods for goods, etc. in our communities.
Today the size of our communities is much larger then the size of the Hallowell community. With so little people in Hallowell, most folks knew all of the people that live around them and and in the grater community of Hallowell. The people in this community was very dependent on other to get through daily life. Members of the community depended on Martha to help them get better and to deliver their babies while Martha depended on Sally and other housekeepers to keep her house clean. The towns and communities of today are mostly much larger then the small town of Hallowell in the 1700's. We do not depend on the members of our town to take care of us in bad health or to clean our homes, like the members of the Hallowell community. The size of Hallowell directed the members to be a community that worked together to get through daily life. The size of our towns and communities today give us the choice to be part of our community or not.
In Martha's time a higher percentage of people made building and maintaining a community an important part of their lives. Today being a part of building and maintaining a community is more of a choice. You can live and function in a town/community and choose not to be a part of the community activities or you can take action and be a part of the community. This was not true in Hallowell, Maine in the 18th and 19th century. To survive you had to have community connections to get weaving, food, a home built, etc. Today developing and improving our community does not seem to be such a high priority for everyone.
Source
1) Ulrich, Laurel T. A Midwife's Tale. New York: Vintage Books, 1991.
In Martha's time a higher percentage of people made building and maintaining a community an important part of their lives. Today being a part of building and maintaining a community is more of a choice. You can live and function in a town/community and choose not to be a part of the community activities or you can take action and be a part of the community. This was not true in Hallowell, Maine in the 18th and 19th century. To survive you had to have community connections to get weaving, food, a home built, etc. Today developing and improving our community does not seem to be such a high priority for everyone.
Source
1) Ulrich, Laurel T. A Midwife's Tale. New York: Vintage Books, 1991.
Sunday, July 6, 2008
Cole in start of this section gets attacked by a bear and gains nerve damage in his arm. I was interested in how much the muscle damage would effect him when he was back on the island building his own shelter and fending for himself. There are three types of nerve injury, neurapraxia, axonotmesis and neurotmesis. In a neurapraxia injury the nerve stays intact with the nerve fibers having an interruption in the condition of communication. This type of nerve damage can be fully recovered. In a axonotmesis injury there is damage to the neuronal axon, the nerve communication to the brain and its protective shield. This type of injury can paralyze the motion and feeling in the area and is only fully recoverable if surgery is preformed soon after the damage is done. In a neurotmesis nerve injury there is damage to the neuronal axon and also cutting off the connection to the tissue, disrupting the structure of the nerve. Motion and feeling is completely lost and the nerve is completely divided causing permanent damage that is not often fixable. Cole's damage from the description in the book is most like axonotmesis nerve injury, he has motion in the arm and he can feel it but it did not fully recover all of the motion and feeling. This injury will make it hard for Cole to build his new shelter when he must reach over his head with his weak arm. Cole's injury will give him trouble for the rest of the book.
Monday, June 30, 2008
What role of family dynamic did women play in the late 18th early 19th century Maine?
The main role of women during the late 18th early 19th century was to be a neighbor. Being a neighbor in the 18th century is not like being a neighbor of today. Being a neighbor of that time included being a midwife, weaver, dressmaker, keeping your house and continuing to keep the community alive and striving. Women were not included in the economic business of the town unless they owned a shop that sold dresses or other products that they had woven. However they provided services and were paid for those services with money or goods that benefited their family economics. The womens role in the 18th century centered around their neighbors and home lives. The womens role is described well in A Midwife's Tale, The Life of Martha Ballard by Laurel Thatcher Ulrich.
Martha Ballard showed that women had many jobs. Hers included midwife, healer, mother, weaver, book keeper and keeping her house. During her career as midwife, she preformed 814 deliveries in Hallowell, Maine. Being a midwife was not just a simple job of preforming deliveries but also as a healer she tended to all of the neighbors wounds, illnesses and sores, even through the hardest times of the year when the snow was up to your knees in a blizzard. Martha provides us with many examples of her struggles through the snow and river. "1,2,3,4,5 At Mr Parkers 5 days. At Mr Parkers. His Lady is about house. The river is difficult to pass." (1) This entry from Martha's diary shows that she was forced to stay at the Parker house because the river was half frozen, to much ice to take a boat across and not enough ice to walk across. Martha made many deliveries with minimal losses, she reported every delivery she attend or preformed. "At Whites. His wife was delivered at 12 O Clok of a daughter and I was Called back to Mr Parkers. His Lady was deliverd at 0 hour 30 minutes of a daughter. I am some fatagud." (1) In this one example Martha delivered two separate children for two different families the Whites and the Parkers. Midwifes not only attended and preformed deliveries they also tended to all of their neighbors and family members in times of illness. " At Mr Hinkleys. Shee remaind poorly till afternoon then by remedys & other means shee got Easyer. I tarried all night" (1) Martha also mentions the names of other neighbors whom are midwifes attending deliveries, showing that there were a number of women in the town that were midwifes or ladies who came to help during deliveries. These activities were important parts of women's roles at the time. Martha's diary tells us that the job of midwife and healing was an important job of women in the late 18th early 19th centuries.
A second role of women was creating textiles through weaving, knitting and dressmaking. The women in the town weave all the products for the town for their own use for income or for payment of deeds. Martha and all of her daughter weaved for themselves and others. "Dolly wove her 7 yds of Diaper.", "Dolly warpt a piece for Mrs Pollard of 39 yards.", "Hannah began to weave Cyrus' web", " I have been at home knitting". (1) Hannah, Dolly and Martha spend their time knitting and weaving for others only when they have been married do they make themselves blankets. "The girls quilted a two quilts.... They began to quilt at 3 hour pm. Finished and took it out at 7 evening." " The next day they put the quilt into the fraim." The ladies in the town used weaving knitting and dressmaking as a form of payment. When Martha would deliver a baby or provide neighbors with medical help she would receive a variety of items for payment such as, " 7/6 reward" " shee made me a present of 1/2 lb Souchong Tea." Knitting, Weaving and Dressmaking is the second role of women in the late 18th early 19th centuries. This is seen in the diary through Martha's discussion of textiles produced by her family.
A third role of 18th / 19th century women as neighbors was to raise their children, keep their house which often included book keeping. Martha was a midwife and a weaver but foremost she was a mother, raising her children. Martha taught her children how to weave. Which was a trade that would help them earn money as well as provide needed textiles for their family. When Martha's daughters married the journal repeatedly mentions the girls quilting, "The girls quilted a Bed quillt 7 went to Mr. Craggs spent Eveng." (1) and "The girls quilted two quilts. Hannah Rockwood & Mrs. Benjamin helpt the Evening." (1)
Martha had another job as a women, she had to keep the house. She gives a variety of examples of this throughout her diary, " A rainy day, I have been at home kniting.", "Pikt green peas in our gardin," and " I combd flax." In keeping the house Martha was pushed into her last job as book keeper. Martha kept the records of all of her earnings and spendings in a separate book from her diary, while also using diary. Martha was a consistent record keeper, in her diary she recorded all of the deliveries she preformed, the condition of the mother and child when she left and if they had paid their fees to her. She used a system of XX to show that the delivery was paid for, whether they paid it that day or three years later. Motherhood, house keeping and book keeping are important jobs of 18th and 19th century women.
The women of the late 18th early 19th centuries had many roles in being a neighbor. Neighbors of this time preformed medical assistance as a midwife, produces textiles and took care of their homes and families. Although it was not common knowledge, Martha's diary shows that women were an essential part of the economics and keeping the society connected. Their payment for their services enhanced their families lives. Martha often received a variety of payments that benefited her family. "I have been at home. Recievd 1/2 Bushel of rie of Captain Hersey as reward for asisting his lady." (1) All of the roles of the 18th and 19th century women were essential to family and community life.
Source:
Ulrich, Laurel T. A Midwife's Tale. New York: Vintage Books, 1991.
Martha Ballard showed that women had many jobs. Hers included midwife, healer, mother, weaver, book keeper and keeping her house. During her career as midwife, she preformed 814 deliveries in Hallowell, Maine. Being a midwife was not just a simple job of preforming deliveries but also as a healer she tended to all of the neighbors wounds, illnesses and sores, even through the hardest times of the year when the snow was up to your knees in a blizzard. Martha provides us with many examples of her struggles through the snow and river. "1,2,3,4,5 At Mr Parkers 5 days. At Mr Parkers. His Lady is about house. The river is difficult to pass." (1) This entry from Martha's diary shows that she was forced to stay at the Parker house because the river was half frozen, to much ice to take a boat across and not enough ice to walk across. Martha made many deliveries with minimal losses, she reported every delivery she attend or preformed. "At Whites. His wife was delivered at 12 O Clok of a daughter and I was Called back to Mr Parkers. His Lady was deliverd at 0 hour 30 minutes of a daughter. I am some fatagud." (1) In this one example Martha delivered two separate children for two different families the Whites and the Parkers. Midwifes not only attended and preformed deliveries they also tended to all of their neighbors and family members in times of illness. " At Mr Hinkleys. Shee remaind poorly till afternoon then by remedys & other means shee got Easyer. I tarried all night" (1) Martha also mentions the names of other neighbors whom are midwifes attending deliveries, showing that there were a number of women in the town that were midwifes or ladies who came to help during deliveries. These activities were important parts of women's roles at the time. Martha's diary tells us that the job of midwife and healing was an important job of women in the late 18th early 19th centuries.
A second role of women was creating textiles through weaving, knitting and dressmaking. The women in the town weave all the products for the town for their own use for income or for payment of deeds. Martha and all of her daughter weaved for themselves and others. "Dolly wove her 7 yds of Diaper.", "Dolly warpt a piece for Mrs Pollard of 39 yards.", "Hannah began to weave Cyrus' web", " I have been at home knitting". (1) Hannah, Dolly and Martha spend their time knitting and weaving for others only when they have been married do they make themselves blankets. "The girls quilted a two quilts.... They began to quilt at 3 hour pm. Finished and took it out at 7 evening." " The next day they put the quilt into the fraim." The ladies in the town used weaving knitting and dressmaking as a form of payment. When Martha would deliver a baby or provide neighbors with medical help she would receive a variety of items for payment such as, " 7/6 reward" " shee made me a present of 1/2 lb Souchong Tea." Knitting, Weaving and Dressmaking is the second role of women in the late 18th early 19th centuries. This is seen in the diary through Martha's discussion of textiles produced by her family.
A third role of 18th / 19th century women as neighbors was to raise their children, keep their house which often included book keeping. Martha was a midwife and a weaver but foremost she was a mother, raising her children. Martha taught her children how to weave. Which was a trade that would help them earn money as well as provide needed textiles for their family. When Martha's daughters married the journal repeatedly mentions the girls quilting, "The girls quilted a Bed quillt 7 went to Mr. Craggs spent Eveng." (1) and "The girls quilted two quilts. Hannah Rockwood & Mrs. Benjamin helpt the Evening." (1)
Martha had another job as a women, she had to keep the house. She gives a variety of examples of this throughout her diary, " A rainy day, I have been at home kniting.", "Pikt green peas in our gardin," and " I combd flax." In keeping the house Martha was pushed into her last job as book keeper. Martha kept the records of all of her earnings and spendings in a separate book from her diary, while also using diary. Martha was a consistent record keeper, in her diary she recorded all of the deliveries she preformed, the condition of the mother and child when she left and if they had paid their fees to her. She used a system of XX to show that the delivery was paid for, whether they paid it that day or three years later. Motherhood, house keeping and book keeping are important jobs of 18th and 19th century women.
The women of the late 18th early 19th centuries had many roles in being a neighbor. Neighbors of this time preformed medical assistance as a midwife, produces textiles and took care of their homes and families. Although it was not common knowledge, Martha's diary shows that women were an essential part of the economics and keeping the society connected. Their payment for their services enhanced their families lives. Martha often received a variety of payments that benefited her family. "I have been at home. Recievd 1/2 Bushel of rie of Captain Hersey as reward for asisting his lady." (1) All of the roles of the 18th and 19th century women were essential to family and community life.
Source:
Ulrich, Laurel T. A Midwife's Tale. New York: Vintage Books, 1991.
Response: Week one
The two unknown words that interested me the most were the circle of justice and spirit bear. The circle of justice is a great idea, it plays with the idea of working with all who have been hurt to find a punishment other then jail. The punishment takes into consideration what will help the person the most. The circle plays a huge role in the book, they review Cole's crime and decide that prison would not be helpful to him, it would have just increased his anger and they sent him to a exclusive island by himself. The circle is just a great idea for juveniles. The spirit bear also interested me because I had not thought of researching the meaning behind it. The spirit bear plays a major role in the recovery of Cole and his journey to forgiveness and helping Petter. I think that it is interesting that the spirit bear was not a legend of the Tlingit tribe, the circle has sent Cole away to the island in a Tlingit tradition and they use a bear from a different culture, that a little bit different you would think they would choose something from the same culture. These two choices of unknown subjects interested me the most with the content of the book.
Sunday, June 29, 2008
English 11: Week 1: Tlingit Indians
Two of the people first introduced in this book, Garvey and Edwin, are part of the Tlingit Indian tribe. I have no previous knowledge of this tribe so I made my first post about them. In all of the sites that I looked at they all supported the Tlingit tribe being from Alaska and mainly Southeast Alaska. This is seen in the book on the first page with Cole being sent to and exclusive island in Southeast Alaska as a punishment. The Tlingit tribe has mainly lived by the ocean for their whole existence. They find their main food source in the ocean whether it is fish from the sea and near by streams and rivers to the sea mammals. Many of the Tlingit members build their houses closed to the rivers and streams so they have the salmon in the water and close to them for fishing. The Tlingit Indians not only spent their time fishing and gathering food, they also worked on building their homes and canoes, making baskets and carving totem poles. The Indians obtained the wood to build and create all of these goods with the trees in their own back yard. (because I started and finished this book today i know that the totem poles will carry a very important role in this book with Petter and Cole) The Tlingit heirlooms represent the ancestors of the clan and they are mainly animals that the ancestors have came in contact with. The heirlooms are used in rituals to honor their ancestors. In the rituals there are many dances that represent different things such as animals or emotions of the tribe. (Again this will connect with the book with Cole and his dances of the animals) The Tlingit culture believed that the bear signified the relationship between animals and humans, because of their belief in this close relation the Tlingit Indians rarely killed bears.
Sources
"The Tlingit Nation." Native American People/Tribes. Apr. 2005. 29 June 2008.
"The Tlingit of the Northeast Coast." American Indians in the Natural World. 1998. Carnegie Museum of Natural History. 29 June 2008.
"Tlingit." Feb.-Mar. 2000. 29 June 2008.
Sources
"The Tlingit Nation." Native American People/Tribes. Apr. 2005. 29 June 2008
"The Tlingit of the Northeast Coast." American Indians in the Natural World. 1998. Carnegie Museum of Natural History. 29 June 2008
"Tlingit." Feb.-Mar. 2000. 29 June 2008
Thursday, June 12, 2008
The American Revolution
Heidi Wyman
6-12-08
When looking at a Revolution we consider what battles occurred, who led those battles and who won the battles, we do not always consider what was required of the leadership qualities needed to make the revolution possible. We don't consider the need of collaboration between leaders that it takes to create a revolution. The American Revolution had many leaders, including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton and James Madison who all worked together. These men had many qualities that when all put together got us through the war, revolution and into a working constitution of laws.
One of the qualities required of a leader during a war is the ability to speak in public and to persuade people. John Adams shows his speaking and persuasive abilities in the Continental Congress meetings. In the first Continental Congress, Adams addresses the issue of independence from Britain, has a strong argument but takes it a little too personal. Adams recognizes his mistake and creates a stronger argument that persuades the majority of the Continental Congress members to agree to a war to gain their independence. Part of John Adams tactic was to appoint George Washington as the commander-in-chief of the Continental Army. This gave Adams the support from all those who supported Washington. Joseph Ellis describes Adams as "the indefatigable orator of independence in the Continental Congress". Adams was not the only founding father with this trait; Madison also had the ability to persuade people. Jefferson said he was against running for president after Washington had been in office. However, Madison was very persistent and persuasive and talked Jefferson into running for president under one condition; Jefferson was to know nothing about his campaign and he would deny it if he was ever asked. Once Jefferson was in office, Madison had great influence over all of Jefferson's choices. Although he could persuade Jefferson, Madison realized that Jefferson was the superior figure in their relationship and let Jefferson know that he realized that in a letter to Jefferson. "I shall always receive your commands with pleasure," Madison wrote to Jefferson in 1794, "and shall continue to drop you a line as occasions turn up." (1) This quality of persuasion was essential because the leaders needed to convince people to take action and revolt against status quo, and to get others to do what was needed.
Another trait of a successful leader is commitment. Commitment is choosing a cause or position and completely supporting it and remaining loyal to your positions/belief. The founding father who was the most dedicated to one cause through the revolution is John Adams. John Adams spent his entire life committed to the American Revolution. Adams made American independence his life's project. Adams first step to helping America gain Independence is his help leading the opposition against the Stamp Act. This was just one of the contributions Adams made to the American Revolution. From 1765 on, Adams joined the opposition party to every aspect of British acts on the American Colonies. Adams was so dedicated to his cause he was in a fight with his cousin Samuel Adams whom did not support the revolution. His next move was to lobby for Washington to head the Continental Army and he selected Jefferson to draft the Declaration of Independence. These two choices were to lock in Virginia’s support for the American Revolution. In 1777, Adams was sent to join Franklin in Paris to convince the French to join the colonies effort for independence from Britain. Adams worked out a peace treaty with France that would end the War with Britain. Adams went on to become the vice president and the president of the United States. For Adams, "American Independence became his ministerial calling, a mission he pursued with all the compressed energy of a latter-day Puritan pastor whose congregation was the American people." (1) This was a very important trait because to gain followers people have to trust/see that you are committed, believe in the cause and then are influenced to believe themselves.
A good leader must have good character. A leader with good character includes, being honest, caring, courageous and respectful. George Washington was the ideal man to show this quality. "Honor mattered because character mattered. And character mattered because the fate of the American experiment with republican government still required virtuous leaders to survive."(1) Washington was a very caring, honest and respectful man. Washington's biggest moment of good character was his retirement. George Washington had two main reasons for retiring from office, first, Washington was getting negative press and conversation and Washington was very hurt by this. The talk was addressing the issue of him trying to become a King. Washington simply replied that "these attacks, unjust and unpleasant as they are, will occasion no change in my conduct; nor will they work any other effect in my mind." (1) This quote from Washington makes you have great respect for him, he is telling in a subtle the people that their comments about him are incorrect and that if they keep publishing them then it will not affect him. Washington also had another reason for retiring from office, he did not want to set the precedent of the president dieing in office. Washington wanted to make a difference between the American government and the European monarchies. He wanted to convey the message "that presidents, no matter how indispensable, were inherently disposable."(1) Character was a very important quality during the Revolution and development of the new government. The people of the colonies had to believe in and support leaders and new government and wanted leaders with strong character.
Leaders during the time of the revolution also had to be sneaky, self serving and ruthless. Jefferson was the man who had no heart; he was never any one persons friend and was always worried about himself. This is best seen with his relationship with Washington. When Washington made a speech about the Whiskey Rebellion being a threat to the authority of the Federal government and sent the militia to control the rebellion, Jefferson went against his speech. Washington and Jefferson had been on safe terms with each other until this event. Jefferson began to mock Washington's speeches saying they were “shreds of stuff from Aesop's fables and Tom Thumb." and that Washington himself was "an unknowing and somewhat pathetic accomplice, like an overages "captain in his cabin" who was sound asleep while "rogue of a pilot (presumably Hamilton)" has run them into an enemy's port." Jefferson would speak these issues with his fellow Republicans. Eventually these statements got back to Washington, hurting him. Jefferson was very sneaky with his ways of distributing his thoughts on Washington and had only one thing in mind while he was spreading these ideas. Jefferson wanted to get Washington out of office so he could become the president. This trait is definitely not an admirable one but it at times was one necessary when trying to become a leader.
The most important quality of a leader is the ability to collaborate with others. The American Revolution was essentially the result of five great leaders collaborating to further the movement away from Britain, towards independence. There were many great collaborators during the American Revolution. One group to collaborate was Thomas Jefferson, Alexander Hamilton and James Madison. These three men, although not friends, came together at a dinner to discuss their issues. James Madison wanted the capitol of the colonies moved to the Potomac Valley; Hamilton did not support this choice. Alexander Hamilton wanted his plan of assumption to pass, while Madison was against this idea and spoke frequently of his dislike of the plan. Jefferson was in essence the peace maker of this situation. Jefferson was successful at getting these two men together to create a political bargain of great significance; Madison agreed to keep quiet about his disagreement with the assumption plan and in return Hamilton agreed to use his influence to get the capitol built in the Potomac Valley. This collaboration was one of the greatest; not only did these men collaborate to create the plan of agreement they followed through with their plan and the assumption act was passed and the capitol was moved to the Potomac Valley.
Another example of collaboration was George Washington, Thomas Jefferson and John Adams. This was fundamentally the best and most effective collaboration of the whole Revolution. The collaboration started when John Adams strategically lobbied for George Washington to head the Continental army and hand picked Thomas Jefferson to write the Deceleration of Independence. The first part of this collaboration gained the support from Virginia and the surrounding states, for the Revolution. This collaboration in the Continental Congress led to George Washington and the Continental army defeating the British, gaining the independence for the colonies. This collaboration also led to the writing and signing of the Declaration of Independence the formally declared colonial Independence.
A third great collaboration in the Revolution was James Madison and Thomas Jefferson. These two men were opposites; Madison was less sweeping in his intellectual style, more careful and precise, the prose to Jefferson's poetry, Jefferson was temperamentally different then Madison, he was ruthless and did not care what people thought and he was never clam. These differences made the Madison-Jefferson collaboration smooth and silently effective. Jefferson and Madison bonded together to help Virginia, the Revolution and to bring Jefferson to presidency. In this relationship, Madison did not have the reputation of Jefferson and could not run himself so he did all of the dirty work to allow Jefferson to become president. Once Jefferson is president; Madison is not in office but still has great influence over a president. Madison wanted to give Jefferson no chance to protest against running for the succession of Washington.
Citations
1.) Ellis, Joseph J. Founding Brothers. New York: Vintage Books, 2000.
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