Artifact 1: Primary Source and Evaluation - Child Labour in Cotton Factories, 1807
Article Link: http://www.historyhome.co.uk/peel/factmine/southey.htm
1. Origin
Robert Southey was the author of this article and created this primary source. It was created in 1807 in Great Britain. Robert Southey also published this information in 1807 in England.
Robert Southey was an English poet, letter writer, literary scholar, essay writer, historian, and biographer. In 1808, Southey used the pseudonym Don Manuel Alvarez Espriella to write Letters From England, an account of a tour of the Britain that he meant to write in a foreigner's perspective. The book is said to contain a more accurate picture of English ways at the beginning of the nineteenth century.
2. Purpose
This document exists because the author, Robert Southey, wanted to portray the harsh conditions in which confined children worked for long hours in cotton factories. He created this extract to show sympathy and care for those children and oppose the execution of child labor.
The reason he chose this type of format was because letters could be sent to government officials to advocate the writer's thoughts. Robert wanted to oppose the idea of having child labor. Therefore, the intended audiences might include government officials and employers that employ children to be laborers.
This document explains the tough lives those strenuous child laborers suffer, and how Robert Southey tried to imply their painful working conditions to the Manchester gentleman. Besides the implications of the torturing environments those children worked in, the document also connotes the ruthless minds and hearts of employers. They were willing to harm children's health for their own profits. This showed immoralities and the merciless notions people had at that time.
3. Value
The author was rather a person who showed empathy to those child laborers. We can infer that he was very concerned with the children's health by observing his conversations with the Manchester gentleman. For instance, he asked the Manchester gentleman if so much confinement did not injure their health. He also showed concern by saying "But if these children should be ill-used."
1807 was around the beginning of Industrial Revolution. Employees were needed to boost economy and work in numerous factories. Since children required low wages and were easier to train, the ideas of child labor spread out, thus causing young children to work in harsh conditions. Therefore, this piece was created under a tough and unfair circumstance. This piece reflect this circumstance by recording the conversation between Robert Southey and the Manchester gentleman. For example, the Manchester gentleman said to Southey, "There is no idleness among us: they come at five in the morning; we allow them half an hour for breakfast, and an hour for dinner; they leave work at six, and another set relieves them for the night; the wheels never stand still."
The main controversy in this piece is whether or not to support child labor. Although it may seem brutal for hiring children, they helped boost the economy and other aspects of life under Industrial Revolution. On the other hand, humanitarians might reprimand this policy because children shouldn't be working that early. It was considered a brutal act (child labor).
The author obviously opposed child labor. He was both worried and concerned about the children's health conditions and their futures. He thought it was inhuman to hire children.
4. Limitations
Readers don't know how the child laborers actually felt at that time. Different children would have different reactions towards child labor. Some might thought it was releasing a burden for their parents, while others thought it was abusing them both mentally and physically.
We could read everything in Letters From England (1807) and compare and contrast different parts of the book to verify this source. It doesn't inaccurately reflect anything about the time period. The writer leaves out the child laborers' feelings and the general public's perspective towards child labor. He probably thought all children opposed child laborer, thus omitting their feelings and reactions towards this policy. Some facts that are purposely not addressed are what the author did to support his opinion (no child labor) and further conversations between the Manchester gentleman and him.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Building the Modern Economy; Because child labor was cheap and efficient, economy was boosted under the usage of child labor. It was how factories and industries first thrive during the Industrial Revolution in England.
b) Which other main topics does it also relate to? A: Human Health; Urbanization : Construction of the Modern City
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: The teacher chose it, and I spent around 3 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I learned some background information of child labor and the egotistical minds of selfish entrepreneurs.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Since this is only my first artifact, I'll assume it as my best work so far. Besides, I spent quite a long time on this artifact.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion: a) Impact on the quality of your Portfolio b) Impact on your level of happiness/enjoyment c) Impact on your learning d) Level of creativity and originality
A: a) 2; Doesn't add any creativity to my portfolio.
b) 4; To be frank, it was quite interesting to evaluate a piece primary source. You get to know how people reacted to the advent of child labor.
c) 5; I'll rate it five because by answering the OPVL questions, I had a deeper understanding of child labor in Great Britain.
d) 1; This artifact didn't include any creativity.
6. Any additional comments.
A: Think about the different responds the children might have. Some might depend on this job to survive, while others thought it was a physical torment.
Forum
http://www.facebook.com/profile.php?id=100001583052022#%21/event.php?eid=154241491274219
Artifact 2: Idea Page
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Invention, Ingenuity, Entrepreneurs ; My notes showed the impact of the new invention on the Luddites - the cropping frames, and how entrepreneurs dealt with those rebellious Luddites.
b) Which other main topics does it also relate to?
A: Building the Modern Economy ; Urbanization : Construction of the Modern City
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: I don't think so because I only wrote one page of note.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning d) Level of creativity and originality
A: a) 2; I tried to write as neatly as possible. I think it was mediocre, but I should write something for the box at the bottom left (such as how this artifact relates to the world nowadays...etc.)
b) 4; Many of the notes came from the Luddites Simulation, which was pretty fun and educational. I enjoyed a lot!
c) 5; I'll rate it five because this idea page contains a lot of information about the Luddites, including how machines replaced these workers and how they planned conspiracies to avenge the factory owners of replacing them with machinery.
d) 1; This artifact didn't include any creativity.
d) 1; This artifact didn't include any creativity.
6. Any additional comments.
A: None.
Artifact 3: Headline News Report
Images of 19th Century Newspapers and Links to Articles
Newspaper Links:
a) Napoleonic Wars http://newspapers.bl.uk/blcs/page.do?page=/researchguide.jspx&docPage=topicguide/blcs_28.htm
b) Slavery and Its Abolition http://newspapers.bl.uk/blcs/page.do?page=/researchguide.jspx&docPage=topicguide/blcs_27.htm
Style of Writing and Language of 19th Century Newspapers
The newspapers in the 1800s tend to use copious archaic words that is hardly spoken in modern day language. For example, words such as "thy", "thou", and "betweixt" often pervaded the newspapers. To be frank, it's difficult to understand these words nowadays.
Luddite Simulation: Suggested Focus Questions
http://www.schoolshistory.org.uk/Luddites/The%20Luddites.htm This is the link to the Luddite Simulation. Have fun playing with the simulation and make sure to learn something about the Luddites!
1. How was the Yorkshire textile industry organised in 1801?
A: All of the family member work for the textile industries in 1801. Most importantly, they worked at home, not at the factories. Children carded the wood, women spun it, and men cropped the textile. They worked jovially and were willing to live such lives.
2. How was the textile industry changing by 1812?
A: Workers worked in the factories, not at homes anymore. They were happier when they worked at homes. Local factory owners were never satisfied with what they want. Children could work up to 13 hours a day and only had half an hour of break about midday. Also, machines such as the Cropping frames gradually replaced the role of mean. Children could operate cropping frames, and these machines were way cheaper and efficient than men. The factory owners no longer wanted skilled man.
3. Who were the Luddites? What were their methods of protest?
A: The Luddites were a group of people who strongly opposed Industrial Revolution. They destroy the machines in factories to protest.
4. What did it mean to be "twisted in"? Why was this so dangerous?
A: It meant to be involved in every dangerous activities that the Luddites might do. If you decided to be one of the Luddites, you couldn't repent your decision, and there were no chances to turn back. It was perilous because you have to risk your lives being pursued by the government and polices. Once you're caught, you'll have to experience horrid anguish and torment.
5. Who was General/Ned Ludd?
A: He was said to be the leader of the Luddites.
6. Why were the Luddites prepared to risk their lives protesting? (lots of reasons for this one)
A: Because they wanted to express their anger about losing their jobs. Besides, there were only this kind of job available at that time. Without this job, how were they going to survive? They were also unwilling to watch their children and wives suffer from all the tiring work.
7. Why were mill owners and the government so worried? How did they respond to the Luddites?
A: They were worried because those machines were what help the mill owners earn money. Without those machines, their overall profits would eventually plummet. The government didn't want riots. In order to stop the Luddites from destroying machines, they fought with the Luddites and either condemn the caught Luddites to death by hanging or exile them to Australia.
8. How were the Luddites punished?
A: They were either condemned to death by hanging or exiled to Australia.
Luddites Suppressed (My Newspaper Article)
Ever since factory owners, such as the managers in textile industries, started to use machinery but not men, the Luddites have never stopped bothering the government and those owners with numerous riots. However, there are always solutions to problems. In January, 1813, three men, including George Mellor, were executed at York Castle for Horfall's murder. 14 more men were hanged for the annihilation on Rawfold's mill. Many other Luddites were ultimately exiled to Australia, living under harsh, horrible conditions. However, one of the Huddersfield Luddites, Benjamin Walker, went free after betraying his companions (the Luddites) by giving evidence to the magistrate Joseph Radcliffe. In March 1813, the authorities report that the Huddersfield area was quiet.
Huddersfield finally regained its tranquility. New inventions contribute to new machinery and boosting economies. The Luddites were suppressed, but new problems still challenge the wisdom of country leaders. Yet our government did an intellectual job in stunting the expansion of the Luddite insurrections.
Headline News : The Luddites 1811-1816
This websites relates an account of the Luddites that were active during 1811-1816. It shows a great example of how newspapers were written in Great Britain during the 19th century. Besides the Luddite Simulation, this website was also a springboard of my newspaper article. http://www.victorianweb.org/history/riots/luddites.html
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Class consciousness: proletariat vs bourgeoisie ; The Luddites protested the factory owners' notion of using machines instead of employing men.
b) Which other main topics does it also relate to?
A: Building the Modern Economy ; Urbanization : Construction of the Modern City
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: The teacher chose it, and I spent around 4 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: Insurrections and riots are often the best ways to protest. I understand why and how the Luddites protested against the selfish factory owners.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because my newspaper article isn't as informative and descriptive.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 2; I hope the newspaper article (written by me) conveys enough information for you to understand!
6. Any additional comments.
b) 2; Didn't really enjoy much in creating the newspaper article.
c) 5; I'll rate it five because this idea page contains a lot of information about the Luddites' life and confrontation with British soldiers and the factory owners. d) 4; The newspaper article was written by myself.
6. Any additional comments.
A: How did the unemployed men survive without jobs? What were the reactions and feelings of the working women and children?
Forum Link
Artifact 4: Biographical Spotlight
Florence Nightingale : The Lady with the Lamp
1. Background Information (Introduction)
Florence Nightingale was a renowned English nurse, writer, and statistician, who was born in May 12, 1820 and died in August 13, 1910. She gained her reputation for her pioneering work in nursing during Crimean War, where she cured and took care of wounded soldiers. The reason she was called "the lady with the lamp" was because of her habit of making sounds at night.
Nightingale established the cornerstone of professional nursing with the construction of her nursing school at St. Thomas' Hospital in London in 1860. She has left lifelong influential in the nursing profession. For example, the Nightingale Pledge taken by new nurses was named in her honor. The annual International Nurses Day is celebrated over the world on her birthday.
2. Personal Archive
There were miscellaneous biographies and materials about Nightingale that made it hard to find a fully authoritative biography. The enormous collection at the British Library suggests that at least 14,000 letters, 147 printed publications, and hundreds of private notes and memoranda are preserved in a fine condition.
Sir Edward Cook's two-volume Life, published in 1913, is considered as the best biography of Florence Nightingale. Even though Cecil Woodham-Smith's Florence Nightingale gained great popularity, Life is still the best one of all biographies.
Because of the publications of copious biographies, large scale of materials, and Nightingale's long life, it was hard to wholly portray her in a definite point of view. In her 60 years of active life, she often changed her mind on certain affairs, which contributed to her capricious characteristic. Also, she remained in a paradoxically political stance. Although she supported women's rights, she loathed the women's suffrage movement and found it nearly impossible to cooperate with other women.
3. Life
Unlike most women in the 19th century, Florence Nightingale was born to have proper education. Her father emphasized women's education, which allowed Nightingale and her sister to study various subjects, including history, mathematics, Italian, classical literature, and philosophy.
As she grew up, she displayed an outstanding knowledge and ability in collecting and analyzing data, which affected her nursing career greatly. The journey to her successful nursing career was long and harsh. Her parents thought that nursing was a disreputable occupation for someone in their background, thus opposing Nightingale's eccentric pursuit. Because of this, she often lived in despair and seemingly perpetual anguish. She even expressed her life as suicide and said that "I have no desire but to die." However, she managed to become a Superintendent of the Hospital for Invalid Gentlewomen in Harley Street. And that was how she commenced the journey to her nursing career.
4. Nursing Career and Influences
In 1854, Florence Nightingale seized a unique opportunity when Sidney Herbert, the Minister at War, appointed her to superintend in Crimea and to lead an expedition of 38 women to take over the management of the barrack hospital at Scutari, a large village on the Asian shore of the Bosphorus.
Many British soldiers suffered from serious injuries on account of the incompetence of British army commanders. In the midst of formidable terror and riots, Nightingale established order out of chaos. She and her nurses equipped and cleaned the hospitals, introduced vital supplies to the wounded soldiers, and improved the environment with her sanitary reforms. She also introduced new nursing methods that we still use today. To conclude, she won the everlasting reputation and respect from all soldiers and the whole world through her altruistic contributions to the nursing expertise and devotions in taking care of the soldiers.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: The Notion of the Frontier; Nightingale served as a nurse during the Crimean Wars. England was involved in the war and eventually won, claiming an important stronghold - Balaklavla. Therefore, it also relates to how England expands its territory during the 19th century.
b) Which other main topics does it also relate to?
A: Human Health ; Since it's talking about the insanitary environment during the Crimean Wars, the research is related to Human Health.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I chose Florence Nightingale because she illustrated an altruistic and humanitarian characteristic that everyone should learn. Her benign personality is what grabs my attention. I spent around 2.5 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: Although women didn't have much rights during the 19th century, Florence Nightingale symbolized the importance of women and how they could benefit the societies through their efforts. I also learned the life of Florence Nightingale.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because it isn't creative.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 4; It contains a brief biography of Florence Nightingale, which enriches my portfolio with a different kind of visualization.
6. Any additional comments.
b) 2; To be frank, the research wasn't really fun... c) 5; Although the process of researching wasn't enjoying, I learned about Florence Nightingale's life occurrences and the her lasting influences.
d) 2; No creativity involved in this artifact.
6. Any additional comments.
A: Did Florence Nightingale confront any difficulties while she was working in the British army? If yes, how did she solve those problems?
Forum
Artifact 5: Google Earth Tour
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Urbanization: Construction of the Modern City ; Because the google earth tour was about different cities that experienced urbanization, and how those cities help construct strong economies and modern appearances.
b) Which other main topics does it also relate to?
A: Building the Modern Economy
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I wanted to do research on urbanization in Great Britain in the 1800s so eagerly that I chose to create a google earth tour. I spent almost 5 hours to create and process this because I recorded many times to create the best video. Research also consumed much time.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I learned how London, Manchester, Liverpool, and Birmingham contributed to the modern appearance of England. I also understand the different industries that prospered in these cities, and how urbanization benefited England.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because my speaking wasn't fluent enough, and I didn't went to many locations in my tour.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 5; This is the first video of my portfolio, which elevates my portfolio's overall quality.
b) 4; Navigating around google earth and acting as "Pilot Wang" was pretty fun...
c) 4; Did research on the importance of different cities in Great Britain during the Industrial Revolution.
b) 4; Navigating around google earth and acting as "Pilot Wang" was pretty fun...
c) 4; Did research on the importance of different cities in Great Britain during the Industrial Revolution.
d) 4; It was quite creative because I thought of the idea of being a pilot. Sorry for the "turbulence" on the airplane (I had to hold my camera for 6 minutes!)
6. Any additional comments.
A: Should visit more places on google earth.
Forum
http://www.facebook.com/home.php?#%21/event.php?eid=159553137402944
Forum
http://www.facebook.com/home.php?#%21/event.php?eid=159553137402944
Artifact 6: Original student artwork, poem, music piece, or short story
19th Century Telephone
Steamship
1. a) Which main topic does the artifact relate to? In what ways?
A: Communication and Transportation Revolution ; These two pictures represent two of the innovative inventions during the 1800s - Steamship (transportation) and the telephone (communication).
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: It mainly relates to Communication and Transportation Revolution.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I chose to create an artwork because it's the best way to portray a steamship and a telephone that were invented in the 1800s. Besides, I enjoyed drawing my rather awful pictures! I spent about 1.5 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understand the two important and prominent inventions during the 19th century - steamship and telephone.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because it's not artistic enough.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 5; First pieces of artwork!!
b) 4; I enjoyed drawing the telephone and the steamship, and scared myself when I looked at the final products.
c) 2; It was basically drawing only...so didn't include much facts or lessons.
b) 4; I enjoyed drawing the telephone and the steamship, and scared myself when I looked at the final products.
c) 2; It was basically drawing only...so didn't include much facts or lessons.
d) 4; The line of the telephone was "awfully creative", and the smoke of the steamship was "unexpectedly original".
6. Any additional comments.
A: Are there any other types of telephones during the 1800s other than the one above?
Artifact 7: Influential artwork, poem, music piece, book, or short story
Lord Byron (22 January 1788 - 19 April 1824)
1. Background Information (Introduction)
A leading figure of Romanticism, Lord Byron, as known as George Gordon Byron, was a prominent English poet during late 18th century to early 19th century. He was born in London, in 1788 and had a rather short life. His most well-known works include brief poems, such as She Walks in Beauty, When We Two Parted, and So, we'll go no more a roving. Besides brief poems, his narrative poems also achieved good reputations and appraisals. These poems include Childe Harold's Pilgrimage and Don Juan.
Lord Byron was not only renowned for his beautiful poetry writings, but was also famous for his rather "colorful" life. He was an extravagant aristocrat, owed huge debts, experienced numerous love affairs, and forced himself a self-imposed exile. He was described as "mad, bad, and dangerous to know" by Lady Caroline Lamb.
Believe me or not... Although Lord Byron was an awesome poet, he fought against the Ottoman Empire in the Greek War of Independence. Moreover, the Greeks regards him as a national hero. Unfortunately, he died from a fever while he was in Messolonghi in Greece and died at a young age.
2. Character and Description
Basically, Lord Byron was eccentric and had quixotic longings all the time. He was considered to be extravagant, valiant, melancholic, and pretty controversial. He enjoyed risky adventures, especially those related to the sea. He had such an inconsistent temper that many of his friends thought he was mentally ill. Even so, he earned a reputation of being extremely loyal to his friends.
He accentuated his level of aesthetics appeal. By wearing curl-papers in his hair at night, he enhanced his personal beauty and was considered the first modern-style celebrity. Byron was also athletic, which he enjoyed boxing, horse-riding, and swimming. Until this point, you might think Lord Byron lived a jovial life. However, he was born to have a deformity in his right foot, causing a lifelong limp that gave him painful misery. Even so, he participated in many sports activities and lived his life with inconceivable bravery.
3. Lord Byron's Best and Most Influential Poem
She Walks in Beauty
She walks in beauty, like the night
Of cloudless climes and starry skies;
And all that's best of dark and bright
Meet in her aspect and her eyes:
Thus mellow'd to that tender light
Which heaven to gaudy day denies.
One shade the more, one ray the less,
Had half impair'd the nameless grace
Which waves in every raven tress,
Or softly lightens o'er her face;
Where thoughts serenely sweet express
How pure, how dear their dwelling place.
And on that cheek, and o'er that brow,
So soft, so calm, yet eloquent,
The smiles that win, the tints that glow,
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!
"She Walks in Beauty" was regarded as Lord Byron's best poem in his life. It was written shortly after Lord Byron attended a party at Lady Sitwell's in June, 1814. Lord Byron's sight was quickly captured by the beauty of his cousin, the gorgeous Mrs. Wilmot, who was wearing a black spangled mourning dress when he was at the party. This became the inspiration of his poem about her.
The opening couplets of this poem undeniably captivated the reader's mind with romantic and graceful imagery. In the first stanza, Byron only focused on the woman's tender face and sparkling eyes. The second verse tells us that the glow and beauty of the woman is nearly perfect. The shades and rays seemed to be in perfect proportions, which contribute to her stunning grace and elegance. The last stanza suggests that her interior beauty projects her exterior delicacy. It also emphasizes the unique serenity and charm she possesses. Byron was greatly amazed by Mrs. Wilmot in both her appearance and pure morality.
What was interesting about this poem was that it was written shortly before Lord Byron's marriage to Anna Milbanke and published shortly after the marriage. I wonder how his wife thought about that! Disregarding Anna Milbanke's thoughts, this poem greatly portrayed the essence of Romanticism and the author's speechless admiration to the seemingly wondrous woman.
4. Lasting Influence
It was amazing in how Lord Byron could influence societies even in the 1970s when he deceased in 1824. The re-founding of Byron Society in 1971 reflected the fascination people had for his work and poetry. Today 36 Byron Societies function throughout the world, and an International Conference takes place every year.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Human Expression Through the Arts ; Lord Byron's romantic poetry reflects the beauty of arts. He expressed his fascination he had for the graceful woman (the one he depicted in his poem "She Walks in Beauty").
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: The Human Mind
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I decided to choose Lord Byron because he portrayed Romanticism, which I'm interested in studying. I spent around 2.5 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: Lord Byron was a romantic English poet in the 19th century who greatly influenced the people nowadays. His best poem is "She Walks in Beauty" and gained reputation by his weird personality.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: It's one of my best works because I introduced plenty of information about Lord Byron. Most importantly, I enjoyed doing research on him!
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 3; Isn't really special.
b) 5; His poem "She Walks in Beauty" was remarkable! Full of romance and "gaudy" descriptions.
c) 4; I learned Lord Byron's most notable work and his life.
b) 5; His poem "She Walks in Beauty" was remarkable! Full of romance and "gaudy" descriptions.
c) 4; I learned Lord Byron's most notable work and his life.
d) 1; Not much creativity. Most of the information are mere facts.
6. Any additional comments.
A: How was he "controversial"? In what aspects?
Forum
Artifact 8: Student's Free Choice
Unrealistic Longing (Short Story)
"Crazy fools, I would say."
"Indeed, I've never seen such insane maniacs in my life." He scowled as he exclaimed worriedly.
"Please, can you stop spinning? Seriously, stop turning!"
"I told you I can't stop spinning. I don't want to harm those children, Teddy. Besides, I love to spin. I just love to spin. I was born to be spinning, Teddy. I love..."
"Alright Howard! Let's stop this conversation. I guess Mr. Cartwright needs to use me for awhile."
An eerie sadness and vexation distorted Mr. Cartwright's handsome face. He scuttled into the textile factory, and for the first time, he disregarded the indolence of some fearless child laborers. Howard watched Mr. Cartwright when he reached Teddy. With rush, he started to type a letter.
Dear Mr. Horsfall,
Have you read today's newspaper? The government officials just revealed the culprits that attacked a cotton mill in the north last night! They were the Luddites, and only a few were caught...What I want to say is...is that...Their next target might be your factory. Your, Mr. Horsfall! Beware of the vicious Luddites!
Sincerely,
William Cartwright
Teddy and Howard have been together for such a long time that Howard can understand the whole letter by listening to the typing sound. But this time Howard wasn't listening to those love letters or some casual greeting ones. He was terrified. It wasn't about the Loodites. The thing was Teddy usual giggle, whenever Mr. Cartwright was using him, vanished into a abysmal horror.
The 8-year-old child in front of Howard smiled. A peculiar chill penetrated Howard. He had never seen this kid smile. Howard thought all the humans in this confined prison, except for Mr. Cartwright, had only one kind of expression - saturnine and exhausted. However, his smile soon disappeared and returned to its original countenance. Operating Howard the spinning wheel, the child watched Mr. Cartwright's every action. Irked by the bold laziness of some women and children, he hurtled out the factory, with shoelaces untied and jacket half loose.
An inauspicious darkness covered the factory. Children were off to an hour of tutorial lessons.
"Teddy? Teddy?" No reply.
"Teddy!" This time I stopped spinning.
"Hush Howard! I got to sleep. My keypad is kind of rusting, and it needs proper rest. So please..."
"No! Look, I don't know what is going on, but I can sense something bad approaching us."
"The Loodites? Come on, they're not going to attack us. According to my accurate calculations, they are now at Mr. Horsfall cotton mill, smashing everything with resentment. And besides, we're pretty far away from his mill, right? Don't worry, my stupid friend."
"But YOU were worried when Mr. Cartwright was typing the letter, right?" Howard inquired skeptically.
"I was? Yes, I was, but after Mr. Cartwright typed the Luddite's next target, I wasn't worried anymore. Just go to sleep. Sweet dre..."
The next thing Howard knew was that Teddy was smashed into infinite pieces. Panicking, Howard heard more machines being destroyed and the screech of his family. In the darkness, approximately 150 disguised men held weapons, bashing everything within their sight. They groaned and smiled malignantly. "Shouldn't they be attacking Mr. Horsfall's mill?" Howard thought, horrified. "Don't slaughter us! We have nothing to do with you! Please..."
Bang. Ned Ludd woke up when the benign sun smiled at him. Inhaling the fragrance of blossoming flowers, he said, "What a beautiful dream..."
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Nationalism and Liberalism: Creation of the Nation-State; Because the Luddites wanted equal rights to work in the factories.
b) Which other main topics does it also relate to?
A: Invention, Ingenuity, Entrepreneurs
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I thought writing a short story with different machines being the story's characters would be interesting.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understood the relationship between the machines and the Luddites.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because it's not long enough.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 4; First short story of my portfolio!
b) 4; Although it was excruciating when I was generating ideas, I was glad to write a short story created by myself.
c) 3; Not much, since this artifact wasn't about doing research. But I did learn the relationship between the Luddites and factory owners while I was writing this short story.
b) 4; Although it was excruciating when I was generating ideas, I was glad to write a short story created by myself.
c) 3; Not much, since this artifact wasn't about doing research. But I did learn the relationship between the Luddites and factory owners while I was writing this short story.
d) 4; It's an original short story!
6. Any additional comments.
A: New Ludd is the head of the Luddites. Howard is a spinning wheel, which was an efficient machine during the Industrial Revolution. Teddy is a typewriter. The reason Teddy and Howard pronounce "Luddites" as "Loodites" is because they weren't educated. Everything that just happened was simply a dream, a unrealistic longing. There was no way men could replace the importance of machines. Men couldn't compete with the advent of new machinery.
Forum
Artifact 9: Student's Free Choice
Iveray Telescope: Your UK Telescope Shop
b) Hooke's Brass Refractor (late 19th century): 2.1-inch objective lens. It has a rather long body (44-inch, 112 cm). There are two rods for altitude adjustment (Iveray's Universal Joints). A Small slide is designed to cover the eyepiece. The purple tripod increases a mysterious disposition to the telescope. A Brass ring locks up loose joints (can be taken off as well). Unsigned. Price= €950 ($1322.21)
c) King-Sized Reflector: 3-inch primary mirror. The scope is small, having a body tube that's only 11-inches (28cm) long. The joint moves the mirror for focusing. It has silver primary and secondary mirrors. Signed PALLANT Optician 51 Strand, London, W.C. Price= €800 ($1113.44)
d) The Omniscient Troughton Refractort: 4-inch objective lens. There are three extra eyepieces, which are 1/2 inches, 5/8 inches, and 2 inches. This scope can follow the movement of stars and planets in the most efficient of all the other telescopes in this shop. Signed Troughton & Simms London 1848. The telescope is further signed on the back TROUGHTON & SIMMS, LONDON. Price= €1800 ($2505.24)
What are you still waiting for? Purchase the best telescopes at Iveray Telescope!
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Universe Through a Telescope, Microscope; Since those pictures depict the telescopes in Great Britain during the 1800s
b) Which other main topics does it also relate to?
A: Evolution: Science & Religion (Because the invention of telescopes allowed scientists to greatly object some incorrect beliefs about how the solar system works.)
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I chose this artifact because I had a sudden inspiration when I passed a shop that sells ancient carved statues. I thought: Why not open a telescope shop that sells various telescopes made in Great Britain? I found this idea pretty creative, thus working on this artifact. I spent 4 hours, since it took me a long time to draw those complicated telescopes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I learned how the structures of telescopes were made in England in the 1800s. By doing research on the telescopes in the 19th century, I also implied that science began to thrive and prevail on account of miscellaneous telescopes. I spent 4 hours the creation of this artifact.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Yes, because it was quite creative, and I personally think my drawing was pretty good. And besides, those artwork consumed much of my precious time!
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 5; Exquisite (in my opinion) artwork contribute to a better appearance of my portfolio.
A: a) 5; Exquisite (in my opinion) artwork contribute to a better appearance of my portfolio.
b) 5; I'm pretty satisfied with my artwork...Although it was only drawing different kinds of telescopes, I really enjoyed the process of creating this artifact!
c) 2; Didn't learn much though...only the basic structures of 19th century telescopes.
d) 5; Well, this artifact is all about creativity and originality! Innovation could be seen from the artwork to the telescopes' descriptions and prices (pretty cheap, aren't they?)
6. Any additional comments.
A: My descriptions of the telescopes seem to be pretty simple...I apologize for that, since I'm not an expert in the study of telescopes!
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Artifact 10: Main Events - Cause and Effect Analytical Writing (Rough Draft and Final Draft)
Flow and Clog (Rough Draft)
To city dwellers nowadays, they would consider dingy street views, noxious air qualities, and unpleasant sounds of mobiles as legitimate reasons to move to rural areas, where beautiful sceneries and the fragrance of copious flowers lighten your mood. However, people in the 1800s were dying to reside in urban an area, which causes urbanization to happen at an unprecedented rate. Urbanization in Great Britain was caused by many factors and produced copious undesirable consequences in the 19th century.
Because of the “enclosures” implemented by factories, many agricultural laborers were forced to leave their commons. Without land to practice agricultural activities, these workers, mostly farmers, have to travel to major cities in Great Britain for job opportunities, such as working in textile factories in Yorkshire. Those who decided to remain were incompetent to stop the exploitations from these factories. Hence, they had to work for long hours and for extremely low wages. Unable to endure such working conditions, more chose to work in cities, where they envisioned better lives and working qualities.
The commencement of machinery in rural industries drastically lowered the rate of unemployment. For example, before the inventions of efficient machines, textiles were carded by children, spun by women, and cropped by men. However, after the advent of spinning wheel, invented by James Hargreaves, machines proved to be way more efficient and time-consuming than hand-lacing making, which once flourished in the South Midlands. Machines were also cheaper and cut the cost of finished cloth. Therefore, mechanization replaced handloom weavers and left them jobless or decreasing their wages. Seeing no future in staying in rural factories, many fled to large cities or towns to seek better job opportunities. For instance, by 1851, 35,622 men and 19,956 women were working in Huddersfield’s textile industries. Compared to the job these people had in rural factories, they earned higher wages and shorter wages in the cities.
Besides these “pushing” factors, many people were “pulled” to live in urban areas. Urban areas not only provided jobs with higher pays, but also guaranteed a more diverse and appealing social life, which young women and men found alluring compared to the insipid lives in rural areas. As throngs of migrant workers congregated in cities, and factories prospered, the environment was polluted severely. Sewage systems were clogged up because people produced more waste products. Many weren’t treated, and diseases, such as the cholera epidemic, strikes some of the major cities in the 19th century. Lancashire and Yorkshire were victims of the terrible disease. Many factories were closed because workers got sick. Rivers and canals were also contaminated with toxic substances, since factories were set up at places with abundant water resources and good transportation spots. Water beings were polluted, serving less freshwater for the increasing population. The lack of infrastructure led to increased air and water pollution. Towns were built up for industries and trade, and houses were constructed with a lack of care. Overcrowded cities led to mental depression, diseases, and environmental problems.
In conclusion, urbanization in the 19th century was both a benefit and repercussion to Great Britain. Large amounts of job opportunities provided unemployed workers to start a new life in the cities. On the other hand, the excessive flow of population also caused odious pollution and other environmental problems. Sundry diseases were rampant in primary cities in Great Britain that caused sickness to the residents and workers. Judging from a broader perspective, urbanization brought Great Britain to prosperity that other countries didn’t have through immense industrial activities and adequate laborers in the 19th century.
Flow and Clog (Final Draft)
To city dwellers nowadays, they would consider dingy street views, noxious air qualities, and unpleasant sounds of mobiles as legitimate reasons to move to rural areas, where beautiful sceneries and the fragrance of copious flowers lighten their moods. However, people in the 1800s were dying to reside in urban areas, which cause urbanization to happen at an unprecedented rate. Various reasons caused the happening of rapid urbanization and resulted in both positive and negative consequences.
Because of the “enclosures” implemented by factories, many agricultural laborers were forced to leave their commons. Enclosures were used to abolish traditional rights, such as grazing livestock and mowing meadows. Without land to practice agricultural activities, these workers, mostly farmers, have to travel to major cities in Great Britain for job opportunities, such as working in textile factories in Yorkshire. Those who decided to remain were incompetent to stop the exploitations from these factories. Hence, they had to work for long hours and extremely low wages. Unable to endure such working conditions, more chose to work in cities, where they envisioned better lives and working qualities.
The commencement of machinery in rural industries drastically lowered the rate of unemployment. For example, before the inventions of efficient machines, textiles were carded by children, spun by women, and cropped by men. However, after the advent of spinning wheels, machines proved to be way more efficient and time-consuming than hand-lacing making, which once flourished in the South Midlands. Machines were also cheaper and cut the cost of finished cloth. Therefore, mechanization replaced handloom weavers and left them jobless or decreased their wages. Seeing no future in working at rural factories, many fled to large cities or towns to seek better job opportunities. For instance, by 1851, 35,622 men and 19,956 women were working in Huddersfield’s textile factories. Compared to the jobs these people had in rural factories, they earned higher wages while working shorter hours in the cities.
Besides these “pushing” factors, many people were “pulled” to live in urban areas, which later caused critical health and environmental issues. Urban areas not only provided jobs with higher pays, but also guaranteed a more diverse and appealing social life. Young women and men found that especially alluring compared to the insipid lives in rural areas. However, as throngs of migrant workers congregated in cities, the environment was polluted severely. Sewage systems were clogged up because people produced more waste products. Many weren’t treated in good manners, and diseases, such as the cholera epidemic, stroke some of the major cities in the 19th century. Lancashire and Yorkshire were victims of the terrible disease. Moreover, many factories were closed because workers got sick. Rivers and canals were also contaminated on account of toxic substances, since factories were set up at places with abundant water resources and good transportation. Water beings were polluted, serving less freshwater for the increasing population. The lack of infrastructure led to increased air and water pollution. Towns were built up for industries and trade, and houses were constructed with a lack of care. Overcrowded cities led to mental depression, diseases, and environmental problems.
In conclusion, urbanization in the 19th century was both a benefit and repercussion to Great Britain. Large amounts of job opportunities provided unemployed workers to start new lives in the cities. On the other hand, the excessive flow of population also caused odious pollution and other environmental problems. Sundry diseases were rampant in primary cities in Great Britain that caused sickness to the residents and workers. Judging from a broader perspective, however, urbanization brought Great Britain economic prosperity that other countries didn’t have by conducting immense industrial activities in the 19th century.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Human Movement & Migration; This cause-and-effect analytical essay explains the reasons why people were pushed or pulled to urban areas. Humans were moving to cities for better jobs and lives. Some were forced to leave on account of the "enclosures" as stated in the essay.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Urbanization: Construction of the Modern City (Since it's talking about people moving to urban areas).
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: Urbanization was one of the greatest affairs in English history. In my opinion, having some knowledge on this topic is essential. And besides, this topic is rather educational and beneficial to me. I spent about 3.5 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: There were many causes that galvanized people to move to urban areas. One example is the commencement of enclosures and machinery. Diverse social life also attracted numerous people to cities. Due to the sudden increase of population in the cities, environmental problems raised drastically. Besides the understanding of these information, I also learned to be more careful with my writing. When I was writing my final draft, I spotted many grammar mistakes and incoherent ideas. I definitely have to improve in this area.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because this essay is not as creative as my other artifacts (such as artifact 9). I didn't enjoy writing this essay a lot, either.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 3; This is the first analytical essay of this case study, which makes my portfolio more diverse.
b) 2; Compared to other types of artifacts, writing is something that I don't really enjoy doing.
c) 5; This artifact's purpose is to teach us the causes and effects of urbanization in Great Britain during the 19th century. Therefore, I learned a lot from the resources the teacher gave and the researches I did myself.
d) 2; This essay doesn't include much creativity though.
6. Any additional comments.
A: The rough draft (598 words) is exactly two pages, double-spaced, 12-sized, and typed in Calibri font. The final draft (611 words) has one additional sentence with the same requirements (as stated on Moodle) above fulfilled.
Forum
Artifact 11: Primary Source and Evaluation (Student's Choice)
Two Women Miners
From Great Britain, Parliamentary Papers, 1842, Vol. XV, p. 84, and ibid., Vol. XVII, p. 108.
Betty Harris, age 37: I was married at 23, and went into a colliery when I was married. I used to weave when about 12 years old; can neither read nor write. I work for Andrew Knowles, of Little Bolton (Lancs), and make sometimes 7s a week, sometimes not so much. I am a drawer, and work from 6 in the morning to 6 at night. Stop about an hour at noon to eat my dinner; have bread and butter for dinner; I get no drink. I have two children, but they are too young to work. I worked at drawing when I was in the family way. I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again under the week.
I have a belt round my waist, and a chain passing between my legs, and I go on my hands and feet. The road is very steep, and we have to hold by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. The pit is very wet where I work, and the water comes over our clog-tops always, and I have seen it up to my thighs; it rains in at the roof terribly. My clothes are wet through almost all day long. I never was ill in my life, but when I was lying in.
My cousin looks after my children in the day time. I am very tired when I get home at night; I fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my work so well as I used to. I have drawn till I have bathe skin off me; the belt and chain is worse when we are in the family way. My feller (husband) has beaten me many a times for not being ready. I were not used to it at first, and he had little patience.
I have known many a man beat his drawer. I have known men take liberties with the drawers, and some of the women have bastards.
Patience Kershaw, age 17, Halifax: I go to pit at 5 o'clock in the morning and come out at 5 in the evening; I get my breakfast, porridge and milk, first; I take my dinner with me, a cake, and eat it as I go; I do not stop or rest at any time for the purpose, I get nothing else until I get home, and then have potatoes and meat, not every day meat.
Source: http://www.fordham.edu/halsall/mod/1842womenminers.html
OPVL Questions
1. Origin
Betty Harris and Patience Kershaw were the authors of this piece of information, and they were the ones who created it in 1842. We can infer that because both women related their own lives (in short autobiography format). This primary source was published by Parliamentary Papers in Great Britain in 1842. There aren't any significant information about these two women that is pertinent to my evaluation. We can only imply that Harris and Kershaw were miners in Great Britain before we start the evaluation.
2. Purpose
The reason why this document exists was because the two authors, Betty Harris and Patience Kershaw, intended to express the disrespect and unjust treatment that they received from men and the general society at that time. This document isn't merely portraying their tough daily lives. Digging deeper, we can infer that women during the 1800s didn't earn equal rights with men and most were despised mercilessly by men. They worked in harsh conditions, for low wages, and little rest. This can be seen in Patience Kershaw's part: I go to pit at 5 o'clock in the morning and come out at 5 in the evening; I do not stop or rest at any time for the purpose, I get nothing else until I get home, and then have potatoes and meat, not every day meat. This document was a perfect example that reflected the unbearable plights in which women had to endure because of their inferior statuses.
Harris and Kershaw wrote this document in short autobiography format. By writing in this kind of format, the information they conveyed won't be as biased and inaccurate if it was written by men. If it was written by men, chances are readers won't sense women's helpless lamentation and inexpressible hatred. Besides, strong voices were expressed by the two women, since they provided the information in their own ways and thoughts. The document wouldn't be as convincing if it wasn't written by Harris and Kershaw.
The intended audiences are men and the society. Betty Harris and Patience Kershaw wanted to tell the men how they were treated unjustly and unequally through the descriptions of their arduous lives. For instance, Harris said, "I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again under the week." The situation of women came to such extremity that they didn't even have the rights to rest after giving birth to babies. Also, Harris also said, "My feller (husband) has beaten me many a times for not being ready. I were not used to it at first, and he had little patience." She even had to "get used to" her husband's brutal treatment simply because she didn't work enough and wasn't prepared.
3. Value
The authors were two miners in Great Britain during the 1800s. They were having painful lives on account of the fact that they were women. Food weren't healthy, working conditions were harsh (as this was said in the article: It is very hard work for a woman. The pit is very wet where I work, and the water comes over our clog-tops always, and I have seen it up to my thighs; it rains in at the roof terribly. My clothes are wet through almost all day long. I never was ill in my life, but when I was lying in.), and their break time was terribly short (Patience Kershaw: I do not stop or rest at any time for the purpose; Betty Harris: work from 6 in the morning to 6 at night. Stop about an hour at noon to eat my dinner).
1842 was a time of growth and prosperity in economy and industry. This primary source was written during the Industrial Revolution, a significant era that established the cornerstones of stronger economic systems, more convenient transportation, and better technologies, starting in Great Britain. Although there were copious positive effects of the Industrial Revolution, repercussions were also countless. One major example was the unequal employment between men and women. That was what this document was all about. Because of the high demand of laborers and the fact that women were relatively cheaper to employ than men, women (also children) had to work in nasty conditions, as described in the document.
The major controversy of this piece was whether it was moral or not to coerce women to work in such environment. It was against human rights, since women were mostly despised and had to do the work that men didn't want to do at that time. However, judging from another perspective, some women found the jobs to be essential to their lives. Without the jobs, how were they able to survive? They didn't have the opportunities to read and write. They weren't consider valuable to the society. The only way was to get employed and have a stable job.
Obviously, the Harris and Kershaw thought it was immoral and brutal to work in the arduous conditions of the pits because everything they wrote was talking about the hardships they went through and how tough mining was. The document was full of grief, and no optimism was seen.
4. Limitations
We don't know what other women thought. This piece was limited to only two women's feelings. We could verify the content of this piece by conducting research about women during the Industrial Revolution in Great Britain. Another way is to read through Parliamentary Papers, where this primary source was published. This piece didn't reflect anything inaccurate about the time period.
The thoughts of other women at that time were left out. Also, the document didn't include men's perspectives on the inequality between them and women. This was important because that was purposely not addressed in the article. The authors wanted to present this document in a sense of "Women were treated unjustly, and that men should be guilty." If men's perspectives were included, they'll ruin the whole purpose of this piece.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Gender Roles and the Liberation of Women; This primary source was talking about the predicaments Betty Harris and Patience Kershaw went through and the inferior statuses they had compared to men in the 19th century.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Building the Modern Economy (The background of this primary source was Industrial Revolution.)
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: To be frank, I had to relate this artifact to "Gender Roles and the Liberation of Women" because many other main topics were already chosen. Besides that, I liked this primary source on account of the authors' strong voice and their success in portraying the reality at that time. I spent 4 hours creating this artifact (finding this primary source consumed much time...).
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: The inequality between women and men during the 1800s and the working conditions of women.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Not really because there wasn't creativity involved, to be honest.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 4; It's a nice primary source.
b) 2; The kind of artifact that I enjoy the most are those which include massive creativity and originality.
c) 5; I learned pretty quickly about women's status in the 1800s because the primary source was in "short autobiography" form.
d) 1; Not creative...
d) 1; Not creative...
6. Any additional comments.
A: Think about the difference between women's roles nowadays and women's roles in the 1800s.
Forum
Artifact 12: Idea Page
The Story of Stuff
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Human Health; The Story of Stuff shows how urbanization brought diseases and produce toxic materials to human society, which lowered health conditions. Such toxic materials were produced by factories, where the emission of noxious gases dispersed through the air.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Urbanization: Construction of the Modern City (Since the video also relates how people went to urban areas in search of more job opportunities and better working conditions.)
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: This note represents one of my most beautiful work and states many important points from the video. Besides that, the remarkable animations in the video captured my sight greatly. That was why I decided to devote some of my efforts in taking good notes of this video. I spent around 40 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: Though urbanization brought prosperous economic systems, it also affected human health adversely through the emission of contaminated substances from factories and industries. The video also shows how unethical companies, such as Nike, made products that break easily so that consumers will buy more of their products. I'm now even more aware of the serious environmental problems were facing nowadays after watching this video.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because it's not creative. There aren't really any specialties in this idea page.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 2; Doesn't enrich my portfolio with creativity or beauty.
b) 3; I enjoyed watching the video (cool animations!) and taking notes from it.
c) 5; I mean...WOW! I learned a lot - I never knew Nike make products that are "designed for the dump". I feel exasperated and duped by Nike! Some statistics provided by the performer were also astounding, such as the fact that 4.5 pounds of garbage is produced in the US each day. New vocabularies also showed up in the video. For instance, B.F.R. are brominated flame retardants that prevent fire. They're mostly added in textiles. It's quite terrifying when you're contaminating your head gradually because of the "contaminated" pillows. Overall, it was an educational video that taught me a lot about the repercussions of urbanization.
d) 1; My notes aren't creative!6. Any additional comments.
A: The video was awesome! Fantastic animations! Unethical companies!
Forum
Artifact 13: Gapminder Analysis
Since the Gapminder doesn't include Wales and Scotland, the following three graphs were analysed according to the selection of United Kingdom.
Graph 1: Children per woman (total fertility) vs. Maternal mortality ratio (per 100,000 live births)
According to Gapminder, children per woman is the total fertility rate. It measures the number of children that would be born to each woman prevailing age-specific fertility rates. On the other hand, the definition of maternal mortality ratio (per 100,000 live births) is the number of maternal deaths divided by the number of live births in a given year, multiplied by 100,000.
At the very start of the chart, the United Kingdom, Sweden, and Finland appeared as the only three countries on the graph in 1847. United Kingdom seemed to be pretty stable from 1847 to 1880. It mostly lingered at 4.5 to 5 (children per woman) and 400 to 600 (maternal mortality ratio). However, starting from 1880, the total fertility rate dropped rather drastically compared to the time before 1880. A probable reason for this result was the outbreak of cholera in many towns in 1882 to 1884. Cholera, an infection of the small intestine, was caused by the unsanitary environments, where toilets were usually cesspits. They were infrequently emptied and even overflowed. Hence, women didn't have a healthy condition to give birth, which led to the decrease of total fertility rate.
Graph 2: Income per person (GDP/capita, inflation-adjusted $) vs. CO2 emissions (tonnes per person)
The description of income per person in Gapminder is the measurement of gross domestic product per person adjusted for differences in purchasing power. The other indicator (CO2 emissions) describes the carbon dioxide emissions from the burning of fossil fuels (metric tonnes of CO2 per person).
This chart incorporates the statistics of these two indicators from 1820 to 2006. The amount of carbon dioxide emissions kept increasing during 1820 to 1899 in Great Britain. From 2.6 tonnes per person to 11 tonnes per person, industrial revolution played a major role in contributing to this consequence.
In the 19th century, Great Britain experienced an immense increase in agricultural productivity, as known as the British Agricultural Revolution. This revolution enabled an unprecedented growth in British population and the massive growth of workforce, which established the cornerstone of Industrial Revolution. But why did the advent of industrial revolution affected CO2 emissions? Numerous industries began to flourish during the industrial revolution, including countless textile and cotton factories. In order for these factories to develop to their optimum expectations, which consisted of strong economic systems and lucrative success, the high demand of energy was indispensable. Therefore, the burning of fossil fuels became the core of factories.
Also, more carbon dioxide was released when the usage of machinery commenced. Machines consumed a lot of fossil fuel to run so that there was better efficiency. Besides that, transportation needed oil to send products around Great Britain. All of these factors gave rise to the increase of CO2 emission. Looking at the indicator "Income per person", we can infer that Great Britain had a rather stable, positive, and growing economy during the 1800s. Its income per person was usually growing at a tolerable rate. Great Britain started off at $2401 and reached $6428 in 1899. It was one of the leading countries in economic growth, such as the United States, Australia, New Zealand, Germany, and Ireland.
The partial failure of the Slave Trade Act led to the legislation of Slavery Abolition Act. The Slave Abolition Act was an 1833 act that abolished slavery in most parts of Great Britain. This time, the economy was seriously affected. In Addition to the profit loss because of the restricted practice of slave trade, British government had to pay a great deal of compensation for slave-owners who lost their property. £20 million was paid by the government. Both factors contributed to the downfall of Great Britain's GDP/capita around the 1840s.
Graph 3: Infant mortality rate (per 1,000 births) vs. Stillbirths (per 1,000 births)
Infant mortality rate (per 1,000 births) suggests the deaths of children during first year of life. Stillbirths (per 1,000 births) denotes the number of stillbirths per 1,000 births, which is the number of live births plus the number of stillbirths. (Note: A stillbirth is a pregnancy loss after 20 weeks in which the baby dies before birth.)
Since both indicators are related to health and babies, a common factor affected these two categories. In 1810, 61 stillbirths were counted per 1,000 births, and infant mortality rate was rather high - reaching up to 200 per 1,000 births. This was a normal phenomenon in the 1800s, since most countries were still developing. Medical technologies weren't advanced, and life in the 1800s in Great Britain was tough. Industrial Revolution brought pollution to cities and rural areas, causing unsanitary environments for babies to survive.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Race Relations, The Abolition of Slavery, Segregation, Anti-Semitism ; Graph 2 analyzes why the abolition of slavery and slave trade affected Great Britain's economy during the 1800s. Since slave trade was a major lucrative business in Great Britain, the abrogation of slave trade decreased the total GDP/capita in Great Britain. However, it was the compensation for slave-owners that resulted in the decline of economic growth during 1835 to 1842.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Human Health (graph 1 and graph 3 talks about how unsanitary conditions led to child and women mortality.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: The six indicators that I chose weren't all my top choices. Many indicators didn't include the data during the 1800s. That was why I chose the six indicators above - to avoid those without the statistics in the 19th century and to relate one of the graph to my main topic. I spent almost 4 hours doing this because I did a lot of research on the Slave Trade Act and Slavery Abolition Act. Besides that, choosing indicators, getting to know Gapminder better, studying the health and environment in Great Britain during the 19th century, and analyzing the resultants all consumed a lot of time.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: What I learned the most were slaves' situations in Great Britain. I thought the major economic activities were found it cotton mills or other factories, but never knew that the practice of slave trade was also one of the vital source of economic growth. With the abolition of slavery and slave trade, Great Britain gradually reduced the disparity between different classes. Conversely, the loss of GDP/capita affected the nation, decreasing its competitive degree for several years.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because there wasn't much creativity involved. I was only doing research and analyzing the three different graphs.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 3; This Gapminder analysis introduced another important issue in Great Britain during the 19th century - slavery abolition and the abrogation of slave trade.
b) 1; Well...I like to do something more creative and original. To me, studying the graphs weren't really fun.
c) 5; As I stated in Q3, huge chunks of information about slavery have embedded into my brain. There is no doubt that I learned a lot from this artifact. It's also hard to eradicate the new knowledge I obtained from analyzing the graphs.
d) 0; No creativity involved.
b) 1; Well...I like to do something more creative and original. To me, studying the graphs weren't really fun.
c) 5; As I stated in Q3, huge chunks of information about slavery have embedded into my brain. There is no doubt that I learned a lot from this artifact. It's also hard to eradicate the new knowledge I obtained from analyzing the graphs.
d) 0; No creativity involved.
6. Any additional comments.
A: There's one major drawback in Gapminder - Many indicators don't show the data in the 1800s.
Forum
Artifact 14: Research Collaboration and Video Presentation
Galapagos Girls
Because the video was too large to upload, we had to separate it into two parts. Sorry for the inconvenience!
1. First Part
2. Second Part
Introduction
Our topic for this collaborative video is : Darwin's theory of evolution by natural selection is more correct and accurate than Lamarck's theory of transformation. First we acted out Darwin's discovery of the finches, which had different beaks, on the Galapagos Islands and explained the four major steps of natural selection. Lamarck (as known as Tina) entered the fighting scene and had a great scientific duel with Darwin (which is me!). During the duel, we described our theories, refuted each other, and one of the naturalists finally defeated the other...Darwin prevailed, as his theory of natural selection is considered a better mechanism of how evolution works, though there are still some flaws in his theory.
The RPG duel idea came from this following game: http://armorgames.com/play/2900/sonny-2
We hope you like the way we explained the reason why Darwin's theory is more accurate than that of Lamarck's!
The RPG duel idea came from this following game: http://armorgames.com/play/2900/sonny-2
We hope you like the way we explained the reason why Darwin's theory is more accurate than that of Lamarck's!
Actors / Characters
Jill - Teletubby Largo / Commentator for the RPG duel / Charles Darwin's grandchild
Tina - Teletubby Mini / Lamarck / Charles Darwin's grandchild
Daniel - Adams (Darwin's friend) / Commentator for the RPG duel
Allen - Charles Darwin
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Evolution: Science and Religion ; The whole video was about Darwin's theory of evolution by natural selection and the duel between his theory and Lamarck's evolution by the Theory of Transformation. The idea of this theory contributed to a better understanding of biology with scientific explanations and discoveries.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Mainly "Evolution: Science and Religion".
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: My group members and I found the topic "Charles Darwin and his theory of Evolution by natural selection" easier to express our creativity. Another reason was that the only main topic that all of us has in common was "Evolution: Science and Religion". Daniel and I spent 5 hours on the script, we filmed the video for about 9 hours, and Tina spent 10 hours editing the video...
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: The four main points of natural selection, Lamarck's theory of Use and Disuse and the Inheritance of Acquired Traits, Darwin's brief biography, Darwin's discovery on the Galapagos Islands, and why Darwin's theory is considered as the better mechanism of how evolution works.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Yes, because we put a lot of efforts in this artifact. We tried our best, enjoyed ourselves, and most of all, learned about Charles Darwin and Lamarck's different theories of evolution.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 5; definitely 5....This is the first collaboration video made for this portfolio!
b) 2; It should have been 5...but creating this video was time-consuming....probably because of the lack of technological skills to finish the video faster.
c) 3; Besides Charles Darwin, the information about Lamarckism was additional. The RPG duel between Charles and Lamarck was an awesome part to learn.
d) 5; I hope replacing the "finches" with "teletubbies" will be fine...The RPG duel was quite tiring too...since we had to remain our "fighting stances" whenever we finished our attacks...but it was FUN!! =D
d) 5; I hope replacing the "finches" with "teletubbies" will be fine...The RPG duel was quite tiring too...since we had to remain our "fighting stances" whenever we finished our attacks...but it was FUN!! =D
6. Any additional comments.
A: Creating a video was fun....but many of us stressed out....Also, the teletubby costumes were rented for the Halloween party. Since we don't need to return the costumes that early, we decided to create a scene where Charles Darwin discovered the different physical appearances between the teletubbies instead of finches.
Artifact 15: Student-created Timeline
Britain and a Growing Empire Timeline
Click to view a larger image.
1. 21 Oct 1805 - Royal Navy defeats a French and Spanish fleet at the Battle of Trafalgar (at Cape Trafalgar, Spain).
The Battle of Trafalgar was a sea battle fought between the British Royal Navy and the combined fleets of the Spanish Navy and French Navy. This battle was considered as the most decisive British naval victory in British history. The Franco-Spanish fleet lost 22 ships, while the British Royal Navy didn't lose any vessels. After the great victory of this sea battle, the Royal Navy was never again challenged by the French Navy in a colossal engagement.
2. 18 June 1815 - Arthur Wellesley, Duke of Wellington, defeats Napoleon at Waterloo.
The Battle of Waterloo was fought between an Imperial French army under the command of Emperor Napoleon and the combined armies of the Seventh Coalition, including Prussia, the United Kingdom, the United Netherlands, Hanover, Nassau, and Brunswick. Arthus Wellesley was the commander of the Seventh Coalition, and he defeated Napoleon, putting an end to Napoleon's rule as Emperor of French.
3. 18 March 1839 - First Opium War (Britain vs. Qing Dynasty of China)
First Opium War was inflicted by the British because they wanted to secure the economic benefits from trade in China. Opium, a drug made from the poppy plant, was a major trading product that provided Great Britain a lot of fiscal profits. However, the Qing government was soon alarmed by the reverse in silver flow and the epidemic of opium addiction. Therefore, the Qing government attempted to end the opium trade through setting trade restrictions. The British found the cessation of opium trade lucratively detrimental, thus forcing the Qing government to abolish those trade restrictions. Refusing the demand, China was soon engaged in the First Opium War and later lost the conflict in 1842.
4. 29 August 1842 - First Opium War ends (the British won)
After the British defeated China so badly in the First Opium War, the Treaty of Nanking was signed. It was the first unequal treaty signed in Chinese history, as the Chinese said. The Qing government was obliged to pay the British government 21 million silver dollars and was forced to abolish the foreign trade restrictions. Great Britain also annexed Hong Kong.
5. 1845 - First Anglo-Sikh War begins in India (British East India Company vs. Sikh Empire)
The First Anglo-Sikh War was fought between the Sikh Empire and the British East India Company between 1845 and 1846. Three major events caused the First Anglo-Sikh War: Punjab after the death of Ranjit Singh, Weak successors of Ranjit Singh, and the death of Dhian Singh. For more information, click here.
6. 1846 - First Anglo-Sikh War ends.
After the British East India Company defeated the Sikh Empire, the war resulted in partial subjugation of the Sikh War. The Treaty of Lahore signed on 9 March 1846 demanded the Sikhs to surrender the valuable regions between the Beas River and Sutlej River.
7. 1848~1849 - Second Anglo-Sikh War.
Again, the British East India Company won the war and annexed Punjab, which subsequently became the North-West Frontier Province of the East India Company. When Ranjiy Sikh died in 1839, the Sikh Empire fell into serious havoc and disorder. This caused the increasing tension between Khalsa and the Durbar, which later goaded the Khalsa to invade British territory. The invasion inflicted the Second Anglo-Sikh War between the British East India Company and the Sikh Empire.
8. 1851 - Basuto War (British vs. native South Americans) lasts until 1853.
The Basuto War was a conflict in the British territory of Basutoland in Southern Africa, fought between Cape Colony forces and Basotho chiefs over tribal rights. British territory was greatly affected on account of the Basuto War. A peace treaty was later signed to settle down the war.
9. 1852 - Second Burmese War ; Britain annex Pegu and Mahratta State of Nagpur, India.
The Second Burmese War was the second of the three wars fought between the Burmese and the British Empire, resulting in the gradual extinction of Burmese independence. No treaty was signed, and Britain annexed Pegu and Mahratta State of Nagpur in India.10. 28 Mar 1854 - Britain and France declare war on Russia and the Crimean War begins.
Click to view a larger image.
11. 1855 - Britain & Afghanistan fought against Persia; Britain annexes Oudh, India; establishes Natal as a British colony in South Africa. Herat-British-Persian War begins.
The Herat-British-Persian War was fought between Persia and Great Britain. Great Britain opposed the Persia's idea of reacquiring the city of Herat. The war soon broke out as Persia refused Great Britain's claim. It resulted in Persia withdrawing from Herat and signing a new treaty in which it gave up its claims on the city.12. Feb 1856 - Crimean War ends.
The Russian Empire lost the war, which caused it to lose its domination of the Black Sea the protectorate of the Eastern Christians.
13. 1857 - British fleet destroys Chinese and take Canton.
British navy defeated the Chinese in Second Opium War and took over Canton. This resulted in the Treaties of Tianjin, which rendered Great Britain a lot of unequal advantages, such as the right of foreigners to travel in internal regions of China for the purpose of travel, trade, or missionary activities. It was another unequal treaty in Chinese history.
14. 1868 - British send armed expedition to Ethopia; capture Magdala.
The main purpose of this event was to free the hostages held by Abyssinian Emperor Theodore and to punish him for his petulant actions. The hostages were successfully released and the British also captured Magdala.
15. 1871 - British annex diamond fields in Kimberley, South Africa.
South Africa has been a world leader in the production of diamond ever since the Kimberley diamond strike in 1868. Controlled by the De Beers Consolidated Mines Company, the diamond fields were accounted for 94% of the nation's total diamond production. Knowing the great lucrative benefits the British could earn if they control the fields, the British annexed the diamond fields in 1871.
16. 1874 - British annexes the Fiji Islands.
The British subjugated the Fiji Islands as colonies in 1874 and sent Indian contract laborers to work on the sugar plantations. Great Britain earned a great deal of money through the sugar plantations on Fiji Islands.
17. 1878~1880 - Second Anglo-Afghan War: Battle of Maiwand (United Kingdom vs. Afghanistan)
Meeting at Maiwand on July 27, 1880, British troops were attacked by Afghan soldiers. The battle was one of the few examples of Asian forces defeating Western troops during the 19th century. 18. 22 Jan 1879 - Anglo-Zulu War: Battle of Isandlwana (British troops vs. Zulu army)
After advancing into Zululand, the British troops that were guarding at the camps at Isandlwana were attacked by the main Zulu army. The defeat at Isandlwana remains the greatest British defeat at the hands of native forces.19. 1880~1881 - First Boer War (United Kingdom vs. Orange Free State and the South African Republic).
Also known as the Anglo-Boer War, was fought between Great Britain and the alliance of Orange Free State and the South African Republic. The British government later realized that the continuation of the war would be costly and messy. Because of that, the British government ordered a truce, which is a temporary stoppage of war.20. 1899~1902 - Second Boer War: Siege of Ladysmith
Commencing on November 2, 1899, Boer forces surrounded British troops for 118 days. The siege of Ladysmith was finally aroused on February 28, 1900.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Balance of Power: Empires Rise & Fall; All of the 20 events in the timeline showed numerous wars in the 1800s that Great Britain engaged in. Some empires lost and fell, while others rose to become greater and more powerful empires.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: The Notion of the Frontier, since Great Britain was expanding its territories by conquering different empires during the 1800s.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: When I was contemplating about which topic should I introduce for this artifact, I kept having a feeling that something significant to history, probably indispensable, was missing. Abruptly, the word "WAR" appeared in my mind. Well, 19th century was a period of time that was teemed with wars and conflicts. Great Britain was one of the strongest empire that expanded its borders through countless conquests. Besides, timelines are ideal for the explanation of warfare. I spent nearly 5 hours, including making the two timeline charts above by using Timeline Maker Professional and doing research on the different warfare.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: The different wars Great Britain engaged in during the 19th century and the benefits and repercussions it received after the wars. I also understood how Great Britain, as an empire, rise and fall during the 1800s.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Yes. I mean, I'll be extremely frustrated if it isn't one of my best work. Well, the two timelines that I made are pretty artistic, and there's a general explanation for each event. Therefore, I think this artifact reflects my best work (or one of my best work...)
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 4; I think the two timelines are quite beautiful.
b) 3; The part where I was creating the timelines were fun, but explaining each event was a bit tiring. But I enjoyed doing this because my knowledge on the British Empire expanded.
c) 5; This is apparent in the explanations I wrote for each event...I learned A LOT!
d) 5; Creative...I found Timeline Maker Professional and made the two timelines.
d) 5; Creative...I found Timeline Maker Professional and made the two timelines.
6. Any additional comments.
A: The backgrounds of the two timelines are flags of England. Also, Timeline Maker Professional is an awesome software to create timelines, although there's only a 7-day free trial.
Artifact 16: Original Prezi
For more photos taken during the field trip, visit Allen Iveray's Picasa Web Album!
Besides the 20 pictures in the prezi, this is an additional picture that I took on the bus when we were leaving for Chijin. This car is...well, very bold and direct. It says "The Communist Party (referring to China's) will be disintegrated". The posters stuck on the car also persuaded people to quit being members of the Communist Party. I wonder if anyone owns this car or not. I don't really like this photo (why? Well, it's pretty dangerous and risky...), but it represents the political struggle between the Democratic Progressive Party and Nationalist Party (as known as Kuomintang, KMT) in Taiwan. Looking at a different perspective, this car actually connotes the freedom to express personal thoughts and feelings that we have in Taiwan. This photograph can generate various ideas...and those are just some of my responses to this picture. I'll just stop here so that you can have your own interpretations on this picture.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: Globalization through Imperialism; One of the four main topics that we need to explore was "Imperialism". My pictures under the "Imperialism" catalog show how the British influenced Kaohsiung City through architecture and culture.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Building the Modern Economy (one of the four topics is "Industrialization", which contribute to the construction of Kaohsiung City's modern economy.)
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: Our main objectives were to explore the four different topics during the field trip to British Consulate in Kaohsiung City. Those photos, to me, are the best ones to reflect each of the main topic. I spent approximately 5 hours on this artifact.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: The history of the British Consulate, its style of architecture, and how the British influenced Taiwan (to be more specific, Kaohsiung City).
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: Yes, because every single picture is original. Every picture is taken by myself. Also, the prezi was aesthetically appealing.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 5; First prezi on my blogger.
b) 2; It was quite tiring to edit the pictures and prezi. However, the field trip was both fun and educational.
c) 1; I learned some history about the British Consulate and background information about Robert Swinhoe.
d) 5; Absolutely original. Every picture is unique. The prezi is unique.
c) 1; I learned some history about the British Consulate and background information about Robert Swinhoe.
d) 5; Absolutely original. Every picture is unique. The prezi is unique.
6. Any additional comments.
A: Bringing sufficient snacks on a field trip is essential. I know this is irrelevant to this artifact, but still, that's pretty important. Next, be sure to take care of all your things properly. I nearly lost my camera. :( At last, listening to the tour guide is extremely vital, since we're in a unfamiliar environment and don't know much about the British Consulate (some might know plenty about it, but not in my case).
Artifact 17: Key Figures - Comparing and Contrasting Two Key Figures
This speech is talking about the abolition of Corn Laws. Gladstone supported it because he wanted free trade to be implemented.
For the past twenty years, our nation has endeavored to become a strong country where wise decisions are made to enhance different aspects of our country. But today, I’m here to remind you of the predicament we’re situated in right now. We, the Liberals and Conservatives, are constantly arguing over the abolition of the Corn Laws. Our efforts should forge together to make Great Britain a stronger nation. But what is happening here…We are facing our backs to each other, unwilling to face the reality together and establish a better nation. The legislation of the Corn Laws was a harmful mistake, and I hope this is the last time that we go over this affair. The Corn Laws, which was originated in 1815 at the end of the French Wars, were designed to protect English landholders by encouraging the export and limiting the import of corn when prices fell below a fixed point until domestic corn cost 80 or below per quarter. It seems like it’s starting at a good point, but the high price caused the cost of food to increase and consequently depressed the domestic market for manufactured goods because people spent the bulk of their earnings on food rather than commodities.
The Corn Laws also cause great distress among the working classes in the towns. These people are unable to grow their own food and had to pay the high prices in order to stay alive. Since the vast majority of voters and Members of Parliament are landowners, the government is unwilling to reconsider the new legislation in order to help the economy, the poor or the manufacturers who lay off workers in times of restricted trade. Such action is deteriorating our own economy since our WORKING classes are not worried about how well they work or how productive they are. They are now worried about how to fill up their stomachs when the prices of food are rising.
In addition to those consequences, many more Irish would have died if the Corn Laws weren’t abolished. In 1845 the potato plight hit the potato crop in Ireland. Since almost 1/3 of the Irish population depended on potato as a major food source, allowing free trade and permitting foreign trade enabled different kinds of foods to be imported, which gradually supported more and more Irish with sufficient food.
I look forward to the future and what lies ahead. Stormy weather awaits, challenging seas ahead, and we must work together in steering this ship to clear waters, where Sir Robert Peel’s decision and Mr. Gladstone’s idea are right. Thank you.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
A: The Human Mind; This video shows the ideas that Gladstone supported and that Disraeli dejected this notion.
b) Which other main topics does it also relate to?
b) Which other main topics does it also relate to?
A: Human Movement and Migration; The Irish Famine caused a lot of people to immigrate to other places.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I found the abolition of the Corn Laws to be controversial between the Liberals and Conservatives. I thought it was a good way to portray what Gladstone supported by talking about the Corn Laws. I spent 6 hours to finish this. (since I made so many mistakes during the recording of my speech...)
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: The abolition of the Corn Laws was a controversial issue. Gladstone supported it so that free trade could be implemented. On the other hand, Disraeli disliked the idea. I also learned about the history of the Corn Laws, background of the two statesmen, and how they interacted in politics.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
A: No, because I didn't enjoy much in creating this artifact. Also, it could have been better if I added more facts.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
a) Impact on the quality of your Portfolio
b) Impact on your level of happiness/enjoyment
c) Impact on your learning
d) Level of creativity and originality
A: a) 2; Adds a different kind of element to the facade of my portfolio.
b) -1; It was frustrating when I kept making mistakes when I was video-taping.
c) 5; Conducted a lot of research about Disraeli, Gladstone, the Corn Laws, and Robert Peel.
d) 1; I would consider this as a normal speech.
d) 1; I would consider this as a normal speech.
6. Any additional comments.
A: I hate it when I had to do the video-taping again and again...
Forum
Allen! I'm Kaho :D
ReplyDeleteI saw your comment on my blogger! Thanks!
I really like your artifact 17. You just wear the suit and it looks like a formal speech. It is difficult to understand all what you talk in your speech because my English is not very good. Also, your rubric looks nice :D
Artifact 4
ReplyDeleteI believe I can only give you a 5 out of 10. You didn't have any originality in there at all. You were just stating facts from the Luddites Simulation. A newspaper article are suppose to make other people have fun reading, well it just seems really boring for yours.