Note to everyone, please read!!! :)

Hello, and welcome to my humanities class blogger! There are some things that I would really like you to check out, and please please please help me out by checking them out~ :P


Anyway, on the right hand side (or the left side of the screen), there is a survey/poll question called What type of presentation do you wish to see me present the case studies with?~ Please vote, and take note that you can choose more than one option! Second of all, after reading each case study post, please click on the link at the end of the artifacts that links to a facebook discussion forum to post comments about my blog post! Third of all, keep track of my posts by "following" me!!! Last but not least, feel free to check out my other humantities class portfolios like youtube, facebook, or twitter! You can find the links to all three of those on the right side (once again)~

Thank you for taking the time to read this, enjoy this blog and...ummm...have a nice day!!! :P


Sunday, December 12, 2010

Case Study #2: The American Dream

Enjoy the artifacts!!! ^.^
 
 
Individual Rubric:
There are seven things that I think makes a portfolio or any assignment good.
  1. Reflections- Honest, detailed reflections.
  2. Originality- Shows the style and individuality of MEEEE!!! :P
  3. Design- Color coded, easy to navigate, arranged and aligned, easy to read.
  4. Learning- Works show learning and contain information, related to the case study and assignment.
  5. Enjoyment- Having fun or making an artifact seem fun.
  6. Thought and effort- Connections, how complete each uploaded artifact is, and pushed to the limit.
  7. Feedback- Detailed feedback to peers stating in detail what's good and bad.

Artifact 1: The American Dream Travel Company




Artifact 2: A Map of American Railroads




Artifact 3: Google Earth Tour- Lewis and Clark Expedition




Artifact 4: Gapminder Analysis




Artifact 5: Primary Source Evaluation




Artifact 6: Idea Page
Civil War Idea Page!


REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to Nationalism and liberalism: Creation of the nation-state, because this idea page focuses on the key figures of the war, which states are on which side, and how the war started and ended along with reasons that the war started or ended. Many of the key figures during this time had a strong sense of nationalism and liberalism.
     b) Which other main topics does it also relate to?
This artifact relates to Race relations: Abolition, segregation, anti-semitism, because key figures like Harriet Tubman contributed a lot to the history of slavery. This war was probably fought because of racial issues too, so racism is also an important topic.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
There were two pages of this idea page. I chose the first page, which looks more complete. I took notes over the course of a few classes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
This artifact made me organize my thoughts into notes that are more categorized and easy to read. It also made me learn about many new people that I haven't heard of before, such as the Civil War generals and the poet Walt Whitman.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I think it kind of does, because it is an idea page afterall, and idea pages tend to show a personal style within a certain restriction. Even though the format is the same for everyone, notes will still be somewhat different. I think my notes are readable.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
4, because for some reason, the photo looks kind of cool.
    b) Impact on your level of happiness/enjoyment
4, because this artifact isn't a pain in the neck and is actually fun because I like notetaking sometimes.
    c) Impact on your learning
4, because I learned a lot about the Civil War and some key figures that I enjoyed learning about.
    d) Level of creativity and originality
4, because I think this is original even though it's based on the format of an idea page that every classmate used. This is my style of arranging my notes, and my style of abbreviating some of the notes in a weird way that can't be understood by a lot of people.
6. Any additional comments.
No comment.



Artifact 7: Google Sketchup- Civil War Battlefield




Artifact 8: Student Choice

Guess what? I'm back with a lyric change to another song~ There's a little change this time though. Due to not being able to find a karaoke/instrumental version of this song on youtube, I made my own instrumentals with a piano, a soprano recorder (the ones we learn in music class), and a tenor recorder (twice the size of a soprano recorder. Local Taiwanese middle schools learn the alto recorder, which is between the size of a soprano and a tenor recorder).
Anyway, if you're interested, here's the link of the video... with the instrumentals and the singing. WARNING: THIS FOLLOWING VIDEO IS JUST A PRESENTATION OF MY INTERESTS, NOT MY SPECIALTIES, SO PLEASE DON'T HAVE TOO HIGH OF AN EXPECTATION. THANK YOU FOR YOUR COOPERATION!!! : ) http://www.youtube.com/watch?v=bSQjhpHsEw8


This song is about the Civil War, and is based on the tunes of Best of Me by Daniel Powter!
Lyrics:
<Verse 1>
In the North the Blue States
In the South the Gray States
Union and Confederacy
Fighting for what they believe

<Verse 2>
General Stonewall Jackson
General Robert E. Lee
and President Davis
led the Confederacy

<Bridge>
Was it 'cause of slavery?
The concept of democracy?
Or a combination of both
that started it?

<Chorus>
The Civil War of America
caused a lot of casualties
from 1861 to 1865
It began in South Carolina
with the Battle of Fort Sumter


REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to Race relations: Abolition, segregation, anti-semitism, because this song focuses on the Civil War, which was fought between the slave states and the non-slave states. Slavery is one of hte main reasons why the war even started. According to the Civil War prezi we saw in class, "Had there been no slavery, there would've been no war. Had there been no moral condemnation of slavery, there would've been no war."
     b) Which other main topics does it also relate to?
This artifact relates to Nationalism and liberalism: Creation of the nation-state, because nationalism and liberalism are definitely reasons for the war. These are the reasons why people are willing to be so patriotic that they are risking their lives for what they think would make their country better.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I really enjoy changing the lyrics of songs and playing instruments. Doing this artifact allows me to relax and have fun before continuing with the other artifacts that I don't really enjoy as much as this. It took around half an hour to change the lyrics, an hour with piano, half an hour to record the two recorder parts, an hour to make the prezi, and half an hour to get the singing right-ish.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
This artifact forced me to think about everything we've learned from the Civil War prezi, along with look back at my notes. Songs are easier to memorize than plain facts, so the tune helps me remember more information about the war.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I think it kind of does, because I like how I make the lyrics rhyme the way the song does. I feel Dr. Seuss-like. Also, it kind of reflects how I learned a piano piece quickly. Even though I made a lot of mistakes, the 17th try was quite acceptable, I think. The soprano recorder part was played by what I thought the main tune of the song sounded like, without an actual piece to look at, and the tenor recorder part was completely improvised.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
4, because music always improves the quality of work.
    b) Impact on your level of happiness/enjoyment
5, because it's the most enjoyable thing to ever do.
    c) Impact on your learning
5, because I learned a lot about the Civil War and actually could remember the information clearly after recording the song.
    d) Level of creativity and originality
5, because I think this is very original. I did read off of a music piece printed off the computer for the piano part, but I changed it by a lot and made it a little more complicated, because I printed off an easy version that did not sound that good when I first tried it out.
6. Any additional comments.
This is the first time I've ever recorded something all by myself with three different instrument parts+singing involved, so it's quite a big step for me. Hope you enjoyed the lyrics, and hope you survive after watching the video if you choose to! : )
Also, thanks for all the encouragements that came after my last video, I became a lot more confident after that (which you probably can tell from the way I wrote my reflections this time)~ thanks so much! :D



Artifact 9: Student Choice

This next student free choice is a timeline.
There will be a timeline with a brief overview of each decade of the 19th century, along with a video timeline with photos representing the decades and narration. Judging by this amount of information, it should be quite obvious that this is a group project :P
This idea came from the ultimately weirdest person in the world (that's a compliment), who is also known as Herbert Chang.


1800
Art and Architecture
Charles Bulfinch was an American architect, worked in the Federal style. Federal style was a new style created in Scotland by Adam Brothers. It was based on plans of houses and palaces in Italy and consisted of internal spaces of hexagonal, oval, circular forms. It was thus known as Federal because the style flowered in early decades of U.S. Furniture took Sheraton style. Artists would not have survived without commissions from wealthy artists, demanding for portraits. Joshua Johnson was the first known African American portrait painter in the United States.
Pastimes
Women wore long flowing skirts, a blouse and neckline. Hats and shawls were eseential to cold weather. Shoes weren’t made for comfort and would fit either foot. Food was grown in gardens, and furniture were of French or English design.
 Books and Literature
The Library of Congress was established in 1800 and used $50,000 to purchase 900 books that arrived from London in 11 trunks. Novels were popularizing. This improved women literacy and Hannah Webster Foster became the best selling author. Historical writing was popular as well, such as David Ramsay publishing the History of a Revolution of South Carolina. Mason Locke Weems also wrote Washington’s I cannot tell lies, cherry tree tale.William Amerson and Washington Irving were born around this time.
Music and Theater
Music in the early 1800s were religious in nature, such as amazing grace, coronation, Episcopalian harmony, were one of the first books painted. Old English ballads like greensleves and scotttish tunes were populr also. Shape notation was also developed for Americans. Settlers, regardless fo race, would come up from 100 miles away on camp meetings to sing and pray. Pierre Cruzatte, a boatman and translator for Lewis and Clark, was a fiddle player and played for Indians and the crew. Indians considered music as magical. Since music was not written down until the late 19th century, most was lost. African music was also introduced into America, such as the percussion.
 
1810
During this decade the war of 1812 was fought with England, the Indians warred with America on the west.
Art and Architecture
From a perspective of art and architecture, leading American artist John Trumball was commissioned to create four large paintings on the American Revolution for the capital. In the country, buildings would consist of saltbox homes, plantation houses, and Spanish style churches.
Pastimes
Ladies wore light, dresses and low cut shorter hair. Fashion trends were influenced by Europe. Hates and caps decorated with ribbons and feathers were also popular. Cup plates were used a lot and farmers typically ate large breakfasts and worked for long hours.
 Books and Literature
English romantic writers influenced Americans ones such as Susanah Rowson and William Wirt. People of this period were considered very good letter writers.
Music and Theater
American music mirrored European music, such as Opera. Bands were formed for military purposes and in battle were used as communication. The star spangled banner, the American national anthem was also composed during this period.
Business and the Economy
In 1810 Cornelius Vanderbilt made ferry service available between Staten and Manhattan, making it one of the largest family businesses in the 1800s America. Cloth mills were growing in size and becoming more profitable. 80 million pounds of cotton were exported from southern states in 1811, and also imported into the Western territories. The Era of Good Feelings took off and ended Federalism. A recall of paper money that was not guaranteed by the government bank resulted in the panic of 1819.


1820
Art and Architecture
The Federal style and American Greek revival style was still used during this time because they were grand and elegant. Portraits remained hot on commission.
Pastimes
Important aspects of home life included games, dancing, and conversation. Games like jackstraws, hoops, were popularly played when they finished doing their chores. For dancing, the minet was a popular dance and women would choose their clothes carefully. Stylish clothing was appreciated by all ages. The first American restaurant delmonicos was opened in 1827, New York. Sports took off too. Yale college banned football. Horse racing also was also a fad.
 Books and Literature
Original America literature popped up, the main ones being Irving and Cooper. Cooper became an American Pride, and helped make a difference between England and America. The treatment of Indian was also romanticized. Newspapers for Indians were also published in their native tongue. Annuals were also common, which were publications in elegant leather. It contained poetry, usually read by women. Edgar allan poe began publications as well. The American Dictionary of the English Language was also created by Noah Webster.
Music and Theater
Bands were originally made of flutes, oboes, bassoons, and French horns. In this decade brass instruments were key developers for wider range. Saxhorm and trumpets were new instruments. Pianos were a luxury and imported from Europe. Yet they could not withstand the extreme climate changes of the north. Jonas Pickering developed piano industry in Boston in  1823, and gave them an iron frame. In 1825 Alpheus Babcock made a piano that could stay in tune. Mozart and Rossini’s operas also attracted the croud.
 
1830
Art and Architecture
The Hudson River school artists travel around to paint the natural beauty of the U.S. Folk paintings and other folk art show a primitive style, many of them are anonymous. Many Americans created fancy chairs. The Classic Revival styled architecture continued, while Greek Revival architecture became more popular. Andrew Jackson Downing, a lead architect in landscape gardening, wrote a book Treatise on the Theory and Practice of Landscape Gardening Adapted to North America, which became a standard work of this field.
Pastimes
The fashionable magazine for women, Godey's Lady's Book, was first published in 1830. A magazine for men, Burton's Gentleman's Magazine, edited by Edgar Allen Poe, was published from 1837 through 1840. They contained the newest styles. Reading a skull was a popular party game. Wealthy families began celebrating their children’s birthdays with parties. Whiskey and other alcohol became primary beverages for Americans during that time. Soft drink became available at pharmacies after scientists figured out about trapping carbon dioxide in water. Hawaii began growing coffee in 1830.
Books and Literature
America continued to publish real American works, works with Southern humor, or those that depicted the Indian and the pioneer or described frontier life. Romantic novels were gaining popularity. Newspapers flourished and literary journals were established. Catharine Maria Sedgwick was the most popular woman author of the period, publishing novels set in the northeast, local customs, and simple American life. Novels and books about women were growing in interest.
Music and Theater
Europeans saw America as a stage for their talents. George Washington Smith was the only male ballet dancer of the century. Mary Ann Lee and Augusta Maywood were among the first American ballet dancers, making their debut together in Maid of Cashmere in 1837. Circus and horse shows toured the country. Religious music remained popular. Lowell Mason established the first singing school for children.
 
1840
Art and Architecture
Panorama-type painting became popular. The first life-sized bronze statue cast in the U.S. was made. The Hudson River School continued to be very popular. Portrait or mourning miniatures were popular. Some artists work at the naïve tradition. Most of them are untrained and many works even unsigned, but we can learn about what life was like through those works. Grace Church, and early example of Gothic Revival architecture, was constructed. Greek Revival was continued.
Pastimes
Men and Women dressed formally for photographs. They wore hats and high necklines. Women wore dresses with full skirts, and often a bonnet. Men wore waistcoats and hats. Oysters were a popular food during this decade. Work and home life became more separate during this decade. Horse race was the most popular spectator sport. “True women” stayed home.
Books and Literature
Cheap paperbacks produced due to cheap publishing due to improvement in printing. Emma Dorothy Eliza Nevitte (E.D.E.N.) Southworth wrote stories based on the role of women in the society. A new literary genre, detective and mystery stories, was introduced in 1841 when Edgar Allan Poe wrote The Murders in the Rue Morgue. During this decade, magazines with high standards and particular points of view were established. Poets like Ralph Waldo Emerson continued to be successful and popular. Writings about the Western frontier became popular.
Music and Theater
The oldest professional orchestra in the United States, the New York Philharmonic, was founded in 1842. The Hutchinson Family Singers of New Hampshire sang anti-slavery songs as well as popular songs. Some of the songs, such as "Simple Gifts", evolved into folk songs. As people became rich, young women were expected to play piano and sing. Leonora, the first American opera, was written in 1845 by William Henry Fry. Popular dances included the quickstep and polka.

1800

Business and the Economy
America was mainly rural, and needed many imports from Europe. 75 percent of goods were exported to England, while 10 percent were to themselves. Congress was not given power to impose taxes. Britain and France threatened America’s market, President Jefferson and Secretary Madison declared the Embargo of 1807, banning American trade with foreign states. Although this failed, Americans began to produce wares they could not import. Rhode Island and Massachusetts were early settings for factories, leading to industrialization.
A movement in 1800 reduced influence of the Bank of the United states, and state banks were created. Intercourse Act of 1802 tried to regulate trade between Indians and Americans but failed. The Louisiana Purchase used 15 million dollars for 512 million acres of land, 3 cents per acre.
Migration and immigration
 The population clung to the eastern coast, and there was a 30% increase of population since the 1790 census.250000 immigrants came during 1780 to 1819, the largest group being the Scotch Irish. Many came as indentured servants, a laborer in contract to employer for given amount of time, but stopped by the British Passenger Act of 1803. The Napoleonic Wars in Europe slowed immigrants after 1803, due to trade disruption.
Education
Education was still considered a family or local responsibility, not an oblication of state. Sometimes citizens of a local community would band together to hire a teacher to instruct children. The man, usually, would be paid little and have only little education himself.
Science and Technology
From 1800 to 1809 Napolean commissioned Rovert Fulton to build a submarine. Then it was disused after developed because it was considered ungentlemanlike. Lewis and Clark also set forth to the west and discovered many new species of animals, such as coyotes, rattlesnakes, and grizzlies.
Social movements
The Second Great Awakening began, and religious revivals occurred, such as first camp meetings taking place on July 1800 at the Gasper River Church. Religious freedom created other religions other than the prebystarian Church. Lutherans, and Methodists grew in population too.
1810

Business and the Economy
In 1810 Cornelius Vanderbilt made ferry service available between Staten and Manhattan, making it one of the largest family businesses in the 1800s America. Cloth mills were growing in size and becoming more profitable. 80 million pounds of cotton were exported from southern states in 1811, and also imported into the Western territories. The Era of Good Feelings took off and ended Federalism. A recall of paper money that was not guaranteed by the government bank resulted in the panic of 1819.
Migration and immigration
People made journeys across the Forbes Road from the civilized east to the wild frontier. There were many hardships to the pioneers and eventually began to fill up with people. After the battle of the Thames Indian threat reduced and rapid migration occurred.
Education
In 1816 the Indiana constitution established a system that supported free education, and in 1818 pennsylvania followed suit. In 1812 the first wooden pencils were created, and old slate and chalk was used, because paper was still expensive. College student ration to the populace was 1500.
Science and Technology
Medical doctors normally learned their profession through apprenticeship, but changed when Yale Medical School was established. Stethoscopes were used in 1819 and leeching as well. The war of 1812 had American soldiers use bad arms and in 1816, Simeon North succeeded in making the firing of pistols interchangeable. Roads and canals were construced. An massive earthquake happened in 1811 mississippi valley. Baltimore was the first to havecoal gas street lights in 1816.the erie canal under went construction in 1817, 118 years after it was suggested. There were better factory conditions compared to England as Paul Moody made manufacturing, cleaning, and spinning all in the same location. Young unmarried farm girls would be hired for short periods of time to earn enough money to support their families.
Social movements
Americans consists of a diversity of races, classes, genders, and regions were moving and resettling under a democratic government they had chosen. They were confronted by differences and similarities between each other. Five new states were established during this decade, and Federalism paved the way to Jeffersonian Republicism. After the war of 1812, Britain and the United states signed the Treaty of Ghent to suppress slave trade, which ironically promoted it as being more free to each other meant more trade. Antislavery organizations wanted to establish colonies of free blacks in Africa, organizations known as the benevolent empire. Abolitionist movements grew.
1820

Business and the Economy
The Federal Land Law of 1820 made settlers able to purchase 80 acres of land for 1.25$ per acre. The Santa Fe Trail was opened to trade with New Mexico. The Cumberland Road Bill was issued to collect tolls on the National roads of the Appalachian Mountains. Marketing and trading grew as transportation on railroads was constructed, such as the Baltimore and Ohio Railroad.
Migration and immigration
The first Anglo American settlement was established in 1823, Mexico. In less the 25 years Texas would become a state. Maine entered the Union in 1820 as a free state. Missouri was a slave state. Both of them were granted access due to the Missouri Compromise. Of the 151,000 new immigrants, the majority came from Germany. The democratic party lead by Andrew Jackson was more friendly to the immigrants, granting them the white house in 1828.
Education
During this time, schools were often harsh and disciplined. There as a utopian community in New Harmony, Indiana where Robert Owen tried the education of Johann Pestalozzi, who took on the idea of Rousseau. The first Roman Catholic school was found in Boston. College curriculum taught skills over classical education, though it was modernizing into what is similar to today.
Science and Technology
Henry Schoolcraft located the souce of the Mississippi River and expeditions lead to the discovery of more organisms. American pharmacology advanced after learning from native Americans. The first typographer was patented in 1829.
Social movements
A new middle class was developed as people urbanized. It gave rise to true womanhood, which stated that activities were to be divide through gender, such as woman raising children and preserving morals of the family. Men were to earn money and support the family. Abolitionism affected diverse groups of people. A community in Nashoba was installed in 1826 where children of slaves could be educated. The Underground Railroad was very active and helped slaves flee into northern states and Mexico.
1830

Business and the Economy
By 1831, goods traveling to cities west of St. Louis were being transported by steamboat to various trading posts. In 1833, the National Road reached Columbus, Ohio, allowing greater commerce with the west. The Ohio and Erie Canal opened, connecting the Ohio River with Lake Erie in 1833. Railroad construction continued, combining with new roads helped improve westward travel. In 1833, the Era of Free Banking began. Because of the Indian Removal act (1830), Native American tribes suffered economic setbacks when white settlers moved into territories where tribes had lived, competing for the same natural resources. Tribal groups traded with white settlers, but gradually, these tribal groups were displaced. New innovations help American agriculture. In 1833, the New York General Trades Union, was organized. It was the first national labor federation.
Migration and immigration
The federal government forced the Choctaw Indians into Indian Territory in 1831. The National Road reached as far as Vandalia, Illinois before the construction was stopped in 1838. The first travelers on the Oregon Trail, Marcus and Narcissa Whitman, made their journey in 1836. Most of the pioneers went on this trail during the next decade. The number of people coming to the United States in the 1830s four times as many as in the 1820’s; Europeans came for the cheap and fertile land. The largest groups continued to be Germans, Irish, and British, escaping political and economic conditions. Religious groups came to America to escape from persecution. The voyagers to America suffered difficulties and mistreatment. There were outbreaks of diseases like cholera which many passengers died of. Many of the immigrants were artisans and craftsmen rather than pioneers, who have come to search for work in cities.
Education
Schools during this time were governed by the local community with little state-wide supervision. Michigan was the first state to enter the Union that had stated that the government is responsible for promoting and supervising the public schools written in the constitution. McGuffey Readers introduced texts for different grade levels. Education of women and African-Americans made progress. In 1836 Wesleyan Female College was the first institution to give college degrees to women. More than eight new colleges and universities were founded between 1830 and 1839.
Science and Technology
The first major cholera epidemic started in New York City in 1832 and spread throughout the whole country. Vegetarianism, whole wheat products, exercise and bathing were advocated. Mental illness began to be recognized. Migrants learned herbal medicine from Native Americans and by trial and error. Smallpox was a problem of the time. With the design of the horseshoe curve for railroad tracks, climbing mountains was no longer a problem. Samuel Morse, a painter, came up with the communication code still in use today. Samuel Colt patented the first revolver.
Social movements
People from varied backgrounds joined abolitionist movements together, foreshadowing more and more reformation. Un-Calvinist ideas and perfectionism, the belief in the possibility of completely getting rid of sin from individuals and society, challenged conventional society. Women began to gain places in society. William Lloyd Garrison, founder of the New England Anti-Slavery Society, established The Liberator, a weekly newspaper encouraging abolitionists to take action. Many abolitionists took action, and abolitionists who included African American former slaves brought a greater challenge to society.
1840

Business and the Economy
In 1848, the Chicago Board of Trade opened, specializing in farm-commodity trading. The ten-hour workday was adopted in 1842 by several states after trade unions and workers' parties were formed in those states. Labor reform movements emphasizing the rights of workingmen began to form with the establishment of labor unions. In 1840, New Orleans became one of the largest ports in the nation. Texas became a state and a leading exporter of cotton and cattle. Inventions like vulcanized rubber, the sewing machine, and the safety pin were useful in businesses and industry.
Migration and immigration
Gold brought many people to California (California Gold Rush 1849). Many people risked their lives to travel on the Oregon Trail in hopes of reaching the fertile land on the west coast of the United States. “Manifest Destiny” was the phrase that brought many Americans westward. During the 1840's, the greatest number of immigrants settled in the United States-1,427,337 people. The suffering and poverty brought by the Irish potato famine in and the crop failures in Germany brought even more Irish and Germans to the States.
Education
Bilingual education for the children of German immigrants became mandatory in Cincinnati, Ohio after the Germans demanded it. The separation of church and state started a strong debate. In 1844, there were anti-Catholic riots in Philadelphia against the attempts by Catholics in the city to end Bible-reading in public schools. Catholic churches and homes of immigrants were burned and looted. In the South it was against the law to teach a slave to read. In the North the black children were segregated in the school system. In 1855 the Massachusetts legislature passed a law prohibiting racial segregation in the state's schools, the first in the United States. Women started to enter the teaching field in increasing numbers, but their salaries were still half than that of the men’s salary. Much of the teaching was done by just memorization.
Science and Technology
The Baltimore College of Dental Surgery, a pioneer in this type of colleges, was established in 1840. Opium, sold in drugstore, was used to control pain, although it was also said to be a recreational drug. Nitrous oxide, originally provided for entertainment, became the first painkiller other than alcohol used in surgery. The craniums of people with different race were compared, and it was suggested that different ethnic groups have different origins. The Wilkes Expedition travelled around and gathered zoological and botanical samples in 1842.
Social movements
The women's rights movement grew out of the abolitionist struggle. The Common School movement promoted equality in education and a publicly funded education for all children in the United States. Religious groups found new ways to expand to and reach different populations.


Artifact 10: Student Choice




Artifact 11: Student Choice




Artifact 12: Idea Page




Artifact 13:




Artifact 14:




Artifact 15:




Artifact 16: The American Dream Game




Artifact 17:



Sunday, October 10, 2010

Case Study#1: Britain and the Building of a Global Empire

Enjoy all the artifacts!!! ☺

Individual Rubric:
There are seven things that I think makes a portfolio or any assignment good.
  1. Reflections- Honest, detailed reflections.
  2. Originality- Shows the style and individuality of MEEEE!!! :P
  3. Design- Color coded, easy to navigate, arranged and aligned, easy to read.
  4. Learning- Works show learning and contain information, related to the case study and assignment.
  5. Enjoyment- Having fun or making an artifact seem fun.
  6. Thought and effort- Connections, how complete each uploaded artifact is, and pushed to the limit.
  7. Feedback- Detailed feedback to peers stating in detail what's good and bad.
Links to the artifacts!
Artifact #1: Teacher's Choice Primary Resource
Artifact #2: Idea Page
Artifact #3: Headline News Report
Artifact #4: Biographical Spotlight
Artifact #5: Google Earth Tour
Artifact #6: Original Student Artwork
Artifact #7: Influential Artwork
Artifact #8: Student Choice
Artifact #14: Research Collaboration and Video Presentation
Artifact #16: My Photo Story Prezi

Artifact #1:  Primary Resource (Teacher's Choice)

Child Labor in Cotton Factories:

Origin:
This is a primary resource created and published by Robert Southey in England that includes a record of a conversation between him and Mr. Manchester guy, and also some of Robert Southey's opnions. This is an excerp taken from Letters From England, which was published in 1807. Robert Southey is often known as a romantic poet, but he is also known to reveal political views and stances in his poetry and other works.

Purpose:
This document was written because the author, Robert Southey, wants to emphasize the cruel conditions in factories especially for children. His stance is that child labor is bad, because it hurts the kids' physical and mental health. He thinks that letting children handle the machinery for such long hours is torture, and there shouldn't be child labor. The author wants as many people to read it as possible, because that will definitely get his ideas out easily. Also, he probably wants people who can directly stop the problem of child labor (such as factory bosses/directors and government officials) to read this in order to stop child labor as soon as possible.

Value:
This was written by Robert Southey at a time of the Industrial Revolution, where child labor was a main crisis because child labor was cheaper and more convenient. This article shows the harsh conditions in which children work in dealing with factories, and it also shows what some people think about this issue. For example, Mr. Manchester guy clearly thinks that child labor is acceptable, and that the children aren't harmed at all, whereas Robert Southey thinks that the children are being tormented when they work in the factories. It mainly describes Robert Southey's point of view, but what Mr. Manchester guy thinks/says are there for us to see too, so conditions of child labor are more accurately portrayed due to the two different sides of the conversation.

Limitation:
This document doesn't really tell statistics and facts, because they're mainly opinions of the author and Mr. Manchester guy only. They might seem like facts, but the adjectives and vague phrases that are used to describe the conditions of child labor and what they think of it makes things a little more nebulous and harder for the readers to grasp what is actually going on. Also, the author obviously didn't include every single line/word of the conversation, so we have no way of judging things due to whatever he left out. Also, Robert Southey and Mr. Manchester guy are still partially outsiders. What we know is what they think and what they think that the children think, but what we don't know is what the children working in the factories actually think, and that is a big blind spot.




REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to human health, because this article focuses on the harsh conditions that children go through at work. This definitely emphasizes on possible health problems.
b) Which other main topics does it also relate to?
This artifact also relates to urbanization, because urbanization is a reason why child labor existed. Because of many factories and many places industrializing, more numbers of workers and cheaper workers are needed, and that's when children get pulled to work long hours in loud, dangerous places.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
This was the teacher's choice primary resource, so I didn't really have a choice, but I learned from and enjoyed this article anyway~ It took me about half an hour to read and follow the guidelines on the OPVL hand out.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned some basic information about child labor and the working conditions of children during that time. I also learned some things about Robert Southey, including his leaking of views about the society in his works and the fact that he opposes child labor.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Not really, because analyzing is just not my thing, and I really think I need practice in this area. Still, I think I might have gotten some of the "hidden" things that Robert Southey was trying to yell out at everyone about.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
3, because I don't think this is a really really great analysis, but I think it meets the requirememts.
    b) Impact on your level of happiness/enjoyment
3, because it's fun, but not exactly the most enjoyable thing on the planet~ :P
    c) Impact on your learning
4, because I learned how to analyze articles using the OPVL format, and I also learned what some people back them thought about child labor, and some conditions of child labor.
    d) Level of creativity and originality
3, because this doesn't show a lot of creativity, but it's easy to tell that I was the one who wrote it because it kind of leaks my style of writing.
6. Any additional comments.
Please please please help me improve by commenting and giving feedback on this artifact, because I really need the help especially for this one! Thanks~ :)


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Artifact #2:  Idea page


Idea page: Britain and the Building of a Global Empire~
If this image is not clear enough,click on it for the original size of the photo.
If it's still not large enough, view close-up/zoomed in photos.
To do that, click on: Tina Kinzer: Case Study #1 Photos on facebook



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to inventions, ingenuity, and entrepreneurship, because this whole idea page focuses on Britain at the time of the industrial revolution and also contains a lot of information about Britain and industrialization, which definitely includes many innovations and entrpreneurship stuff that was going on in Britain during that time.
b) Which other main topics does it also relate to?
This artifact also relates to building the modern economy, because that's exactly what the industrializing will eventually lead to... difference in economy and rules/patterns of economy that still exist today.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose this idea page to use for this artifact because it was my most complete idea page, all I did after the note-taking session in class was organize a summary and some additional thoughts to it, which took about five minutes if the note-taking time wasn't counted. The note-taking took around half an hour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned some basic information about Britain during the industrial revolution, and the information painted an image of Britain during that time, making me understand the big picture as to what was going on.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Kind of, because to be honest I don't think I'm that bad at taking notes, and I can definitely read my notes easily afterwards.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
4, because I think my writing is definitely able to be read, and I don't think I suck at notetaking~ :P
    b) Impact on your level of happiness/enjoyment
4, because I like idea pages, and it makes me feel accomplished whenever I finish an idea page.
    c) Impact on your learning
4, because the notes contain information from the prezi that tells about the overall big picture of Great Britain in the 19th century.
    d) Level of creativity and originality
4, because it's a certain format of notetaking, but the symbols I used and the main categories I included in the column on the left shows that this is a page of my notes, and it's different from other people's.
6. Any additional comments.
Uhh...no comment. :)


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Artifact #3:  Headline News Report

Luddites Hung For Horsfall Murder
   On the 28th of April, 1812, it was witnessed by many that four men, each armed with horse pistols, fired at the victim, and the victim, Mr. William Horsfall, was accurately shot by all four of them. He fell off the horse, bleeding, while many watching rushed to his side. The assassins were described as slender, and after the murder escaped without the knowing of others.
   After the murder, it was reported that there was instability in Huddersfield and troops were to guard the area in case of more atrocious events.
   Until January 2, 1813, the four assassins remain unpunished, but on that day three were found guilty for the murder. The three young men, George Mellor, Thomas Smith, and William Thorpe, were then hung on the 8th of January that same year. The next day, seven others were tried for their participation in the attack, and all but two were hung that same day. Nine more Luddites were hung for stealing in March of 1813. After that, it was reported that Huddersfield was no longer troubled and troops withdrew from the area.



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to class conciousness, because this murder definitely incorporates reasons that have to do with different social classes, and the people assassinating are definitely not of a high-ranking class status.
    b) Which other main topics does it also relate to?
This artifact also relates to building the modern economy and urbanization because this event relates to economy and definitely is a result of urbanization.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose to write about the people being hung for the murder and stealing at Horsfall's because there is more to write about because that murder was a big thing and was in quite a few newspapers after the event, so there are more pieces of information for me to collect about it. I spent around an hour to read the page and around half an hour to read some articles from that time and try to write it the way they used to write newspapers back then.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned a lot from this assignment because I had no knowledge about the Luddites and the style of writing back then until after this assignment.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, because it is definitely hard to use the grammar that those newspapers used, because even though I found out that the order of words is different from today's, it's still hard to recreate it into a style that's so different from what I'm used to while incorporating information that I just learned and don't know that much about.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
2, I tried hard to write this in a style the old newspapers were written in while including as much information as possible, but the best of my ability was not exactly enough.
    b) Impact on your level of happiness/enjoyment
3, I did learn and I'm glad I learned something, but to be honest I don't really like learning this because the image of what happened is still hazy, due to my lack of knowledge about events during this time period in Britain.
    c) Impact on your learning
4, I learned a lot!
    d) Level of creativity and originality
3, this is semi- creative and original.
6. Any additional comments.
For this artifact, like the first one, I would really appreciate some tips as to how to improve it! So please please please help out by commenting on the feedback forum! :P


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Artifact #4:  Biographical Spotlight

NOTES BASED ON ARTICLE: QUEEN VICTORIA AND HER PRIME MINISTERS
Main points:
  • Lord Melbourne and Queen Victoria had a complicated relationship... Family-like love on the outside, but probably not on the inside.
  • Queen Victoria was very against Sir Robert Peel at first, but her husband's honor for her made her gradually change her opinion, and she was upset about the loss of a very great friend when Peel passed away.
  • Lords Russell and Palmerston have bad reputations with Queen Victoria, and she does not like their personalities despite the fact that they performed well in office.
  • Benjamin Disraeli knew what Queen Victoria wants, he says the right things for her to hear, and he advised his colleague once to "First of all, remember she's a woman".
  • Queen Victoria didn't like the way that Gladstone addressed her, "as though they were at a public meeting".
  • Queen Victoria changed some rules about women. She was a big part of the escalation of more women's rights!

Detailed information from the article:
          Lord Melbourne, the prime minister of the United Kingdom when Queen Victoria was eighteen, influenced Queen Victoria's life by a lot. According to diarist Charles Greville, he would always treat Queen Victoria with a lot of respect, consult her opinions, and praise her for many things. The article mentions that "Queen Victoria was basked in Melbourne's skillful flattery." This lead to murmurs within the nation as to what was happening between the two of them. Although Queen Victoria stated that she "loved him like a father", Charles Greville inferred that she probably wished for a relationship with Lord Melbourne, "though she does not know it." It was also said that Lord Melbourne was supposed to advise her, but he messes up sometimes and gives her the wrong advice. Later on, the murmurs in the crowd became louder, and Queen Victoria found herself being attacked publically. Her popularity started to fade away, and there were even two ladies who shouted "Mrs. Melbourne!" at her!
          However, at the beginning of the year 1839, Lord Melbourne had to resign. Queen Victoria was mortified by Sir Robert Peel becoming the next prime minister that she had to work with, because she thinks it's difficult to talk to him and his shyness makes her very shy as well. Queen Victoria then started to be very stubborn and petulant with Peel, and he couldn't just couldn't do anything about it, so Melbourne remained in office for a while longer. Still, in 1841, an election finally forced Lord Melbourne to have to resign. Lord Melbourne still passed advices to Peel about how to communicate effectively with Queen Victoria, and Peel would follow them. At that time, Queen Victoria was married to Prince Albert, who values the ideas of Peel. This is why his honor for Peel changed her views about Sir Robert Peel too, and soon she started to honor Peel a lot more. When Peel was forced to resign, Queen Victoria was "sorry she had to part him as he was sorry to leave her." When Peel died in 1850, Queen Victoria stated that she just lost a "kind and true friend", her "worthy Peel, a man of unbounded loyalty, courage, patriotism and highmindedness".
          Later on, Lord Russell and Lord Palmerston came into office and made Queen Victoria very upset. She disliked Lord Russell's stubborness. Also, his secretary Palmerston, didn't care about Queen Victoria or her husband's thoughts and opinions on issues at all. Worst of all, Palmerston even tried to seduce one of Queen Victoria's ladies in waiting by going in her room. "The Queen told Russell more than once that the day would come when she would have to insist on Palmerston's dismissal", and that was how bad it was. Still, Palmerston's excellent performance in office made that impossible for Queen Victoria to do.
          When Benjamin Disraeli was appointed as prime minister, Queen Victoria was exremely relieved. First of all, she didn't have to deal with Lord Palmerston anymore, and second of all, Disraeli's praises made the Queen feel delighted. His oppenent Gladstone, as the Queen said, treated her "as though they were at a public meeting", which she did NOT like. She despised him so much that she couldn't even force herself to say she feels sorry when he died in 1898!



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to class conciousness, because this article was about Queen Victoria and prime ministers, and this article shows interactions between the prime ministers and the Queen, as well as the fact that even though the people weren't happy with the Queen, there was nothing they could do about it.
    b) Which other main topics does it also relate to?
This artifact also relates to gender roles and the liberation of women, because as a powerful woman with a high status, Queen Victoria improved or at least influenced the improvement of the rights of women in the years following her reign.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The reason that I chose to research about Queen Victoria is because I find her to be a very interesting person who lived a very interesting life. She is someone a lot of people should know a lot about, but unfortunately I didn't know much about her before I did this artifact. I spent around three hours to read it, take notes on it, and pick out the main points.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned a lot from this assignment because I never thought of researching or learning about the famous Queen Victoria, and I never had the chance to because it was never assigned, so I enjoyed learning about her from this article, because she is definitely an influential woman in history that I should really know about.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, because I don't know how concise or detailed I should be when I type up the notes about this article, so it seems like I'm kind of copying and pasting the whole thing though I left out more than half of the article's information. Also, I don't know a lot of additional things about Queen Victoria, so it's hard for me to add my own thoughts and prior knowledge in or create connections and questions I have about this article.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
2, I don't know how to make it a great artifact, but I have a feeling there's something wrong, though I don't know what it is.
    b) Impact on your level of happiness/enjoyment
3, I did enjoy learning this information quite a bit, but I only liked the learning part, not the reading and note-taking part because I was just born that way.
    c) Impact on your learning
4, I learned a lot!
    d) Level of creativity and originality
1, this is not creative and original...
6. Any additional comments.
For this artifact, I would also appreciate a lot of tips, because once again, I need to know what I did wrong and how I can improve! Please help me! :P


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Artifact #5:  Google Earth Tour

To view my Google Earth Tour, please click on this link: http://www.mediafire.com/?o1xi036y6bub92c




REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to communication and transportation revolution, because this google Earth tour shows two of the canals in the United Kingdom constructed in the 19th century.
b) Which other main topics does it also relate to?
I don't think I can relate this to any other main topic.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
I chose this canal topic for my google Earth tour because canal networks will really represent Great Britain in the 19th century, because the canal networks are really old, and they're the first. It took me an hour to draw the path for each canal, so i decided not to draw any more of them... so the tour took me around two and a half hours to make...
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the locations of canals in the United Kingdom, and I learned the specific locations of the two canals that I drew a path of, the Leeds and Liverpool canal and the Kennet and Avon canal, along with some major cities and areas they pass through. Drawing the canals also helped me become more familiar with the path function of google Earth and just google Earth in general.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Not really, because I'll have to admit I ran out of time drawing the two canals so I have to stop at two, which is not a convincing number.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
3, because I don't think two canals represent quantity, and just drawing out the canals and adding lame captions aren't the best way to represent quality either.
    b) Impact on your level of happiness/enjoyment
4, despite the long time I spent on drawing the paths, I enjoyed learning about the canals, and I enjoyed drawing the paths and learning where everything leads to.
    c) Impact on your learning
4, I learned a LOT about canals, the geography of the United Kingdom, and Google Earth in general.
    d) Level of creativity and originality
3, I don't think this is original or creative, but my style can be seen.
6. Any additional comments.
Uhh...I tried media fire, so try clicking on the link to the media fire file. :)



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Artifact #6:  Original Student Artwork

INDUSTRIALIZATION (to the instrumental version of "September"-by Daughtry)
Music by Daughtry; Lyrics by Tina Woohoo

(Verse 1)
All those days passed away
All the trouble that we gave
And all the days we spent to colonize those states
It has not gone to waste
'cause all the money that we made
Came from raw resources from those states

(Chorus)
All the colonies we conquered
Made the cities seem to change
Years go by and time just seems to fly
But the smoke and fumes remain
Because of industrialization,
factories, and steam engines
Most of the nation was polluted but
Looking at all the new technology
It was worth it in the end

(Verse 2)
Now the skies aren't so clear
There's everything to fear
But the industry's taking over for real
Now we all miss those days
No polluting taking place
Want the clear skies that's already gone

(Chorus)
All the colonies we conquered
Made the cities seem to change
Years go by and time just seems to fly
But the smoke and fumes remain
Because of industrialization,
factories, and steam engines
Most of the nation was polluted but
Looking at all the new technology
It was worth it in the end

(Bridge)
Yeah we knew we had to modernize
But we never knew when and we never knew how
Until we ended up where we are
Yeah we wanted to improve this world
But we never knew when and we never knew how
Never knew until now

(Chorus)
All the colonies we conquered
Made the cities seem to change
Years go by and time just seems to fly
But the smoke and fumes remain
Because of industrialization,
factories, and steam engines
Most of the nation was polluted but
Looking at all the new technology
It was worth it in the end

:)

Watch the video of Tina Woohoo singing this song...
WARNING: If you cannot stand bad singing, PLEASE DON'T watch this video.
WARNING #2: If you decide to watch this video, you'll want to complain, but PLEASE DON'T :P
WARNING #3: If you happen to make it alive after watching the video, PLEASE DON'T proceed to celebrity music, especially not "September" by Daughtry because it's the original song... because if you do, you'll realize the unbearableness of my voice if you haven't already... and if you hated it already, you will DEFINITELY hate it even more. 

If you think you can watch it and stay alive, please click on this link: http://www.youtube.com/watch?v=gW4fHDdGQEk
No complaints please, because I know there's nothing good about this video except for the background music. :(



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to urbanization, because the lyrics are about how Britain is going through very rapid and intense industrialization, starting from colonizing to using all the resources from their land and their colonies' to create the first cities with pollution because of industrialization and urbanization.
    b) Which other main topics does it also relate to?
This artifact also relates to globalization through imperialism, because colonizing states would be a necessary thing to do in order to get more resources and be more powerful, and that's just what they have been doing, colonizing and building a larger and larger nation.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
There are many reasons that I chose to create a parody of a song. The first reason becuase I really like "September" by Daugtry and this choice gives me an excuse to listen to it continuously. Another reason is because I totally fail at drawing, so I can't really create artwork without making it look like Kindergarten level work... Also, I love creating parodies for some reason, it's just really fun to do! It took me around half an hour to create the parody lyrics, but a few hours to record the singing because I always mess up... until take 20 where I didn't sing the wrong lyrics, was kind of on pitch, and didn't click "next" on the prezi too early or too late.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I had to do some research on Britain and industrialization to create this parody, and find words that will make the song kind of rhyme.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
No, because it's hard to put a lot of information into this song while making it flow, rhyme, and make sense at the same time.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
3, this parody rhymes, has the correct number of syllables, but isn't very informational, and my singing wrecks the quality.
    b) Impact on your level of happiness/enjoyment
5, I loved making this parody, and I enjoyed every minute of it except hearing my own voice.
    c) Impact on your learning
1, I didn't learn a lot, except for how to create a parody due to the lack of the neccessity and the complexity of including deep, detailed information.
    d) Level of creativity and originality
4, I personally think this is quite creative and original even though the whole tune is someone else's creation, because this is something different, and this definitely portrays my style of creating artwork, and also my style of creating a parody!
6. Any additional comments.
Again, sorry about the bad singing if you chose to watch the video...!


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Artifact #7:  Choice of Influential Artwork

IF
by Rudyard Kipling

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or, being hated, don't give way to hating,
And yet don't look too good, nor talk too wise;
If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two imposters just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build 'em up with wornout tools;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on";
If you can talk with crowds and keep your virtue,
Or walk with kings - nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run -
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man my son!


Rudyard Kipling (1865-1936) was born in Bombay and educated in England. Some of his most famous works include: Barrack Room Ballads, Jungle Book, Second Jungle Book, The Seven Seas, Actions and Reactions, Debits and Credits, Thy Servant a Dog, and Limits and Renewals. This poem, If, was written in 1895, then published in 1910 in Rewards and Fairies, which includes some of his short stories and poetry.



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to human expressions through art, because this is a famous poem written by Rudyard Kipling that expresses his emotions and what he feels through the form of poetry.
    b) Which other main topics does it also relate to?
This artifact also relates to the human mind, because this shows Rudyard Kipling's way of thinking, and how poetry has an effect of encouraging people and stating the pure facts and opinions of life.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The reason I chose this artifact was because I like this poem a lot. When I first researched it in class and saw the title, I clicked into it, and this poem made me have goosebumps because it's not shallow at all. I like the way that the poem talks more about wisdom: feelings, perspectives, and life, and less about knowledge: plain old facts or information.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about works of Rudyard Kipling and some other poets. I was inspired by many of the poetry I saw, and I researched a lot of them because I like the feeling of getting goosebumps because of the meaning behind the words in many text, especially poems.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Kind of, because I think the main "work" I have to do for this artifact is to choose an influential artwork, and probably provide a little bit about the author of this artwork or reflection on why this artwork grabbed my attention. I think I chose a poem that can really inspire people, and I also think that's a good reason for me to choose this poem as the seventh artifact.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
4, this poem definitely increases the quality of my portfolio because it is a great poem and it actually inspires people.
    b) Impact on your level of happiness/enjoyment
4, I enjoyed reading this poem, and it gave me goosebumps because of the way that it forces you to think from a perspective that deals with things that are inside of you, and not on the surface.
    c) Impact on your learning
3, I was very inspired by the poem, but otherwise I didn't really have to do any other research, so I learned a bit.
    d) Level of creativity and originality
0, this is Rudyard Kipling's creative and original poem, but it's not my creative and original work.

6. Any additional comments.
I hope that everyone who reads this poem can be touched by what it's talking about and will enjoy reading it like I do!



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Artifact #8:  Students' Free Choice

The British Empire and the Way They "Move" (colonization, transportation, and immigration)

Here's the web address of a fabulous site full of great assignment ideas!!! :D
http://academicintegrity.dal.ca/Faculty%20Resources/Assignment_ideas.php

Here's the web address of a site with great animated maps. Without paying, we can only watch the demo of each category, but at least we'll get one great animated map to watch from each of the different categories!
http://www.the-map-as-history.com/


THE BRITISH EMPIRE: COLONIZATION, TRANSPORTATION, & IMMIGRATION.

Introduction:
In this artifact, the British Empire will be focused on, and the colonization, trade, and migration of the British are the focuses of this artifact.

Video:
http://www.the-map-as-history.com/demos/tome05/index.php This is a link to a really awesome animated map that is about things that have to do with the British Empire and its colonization, transportation, trade, and immigration from the early 19th century until the second world war! It contains great information, it's not a very long video, and it's quite a great reference that is very well done. I strongly recommend this animated map! :)

Regions that were once part of the British Empire:
  • Britain!
  • Ireland
  • Canada
  • Thirteen colonies (United States)
  • Bermuda
  • British Honduras
  • Bahamas
  • Mosquito Coast
  • Pitcairn
  • British Guiana
  • Minorca
  • Heligoland
  • Gibraltar
  • Malta
  • Ionian Island
  • Minorca
  • Cyprus
  • Barbados
  • Trinidad and Tobago
  • Gambia
  • Sierra Leone
  • Gold Coast
  • Cameroons
  • Nigeria
  • Ascension Islands
  • St. Helena
  • Tristan da Cunha
  • South Georgia and the South Sandwich Islands
  • Falkland Islands
  • British Antarctic Territory
  • Grenada
  • Jamaica
  • South-west Africa
  • South Africa
  • Egypt
  • Sudan
  • Kenya
  • Uganda
  • Swaziland
  • Zanzibar
  • Maldives
  • India
  • Burma
  • Brunei
  • Malaya
  • Singapore
  • Hong Kong
  • Soloman Islands
  • Fiji
  • Australia
  • New Zealand
  • British North Borneo
  • Papua New Guinea
  • Kuwait
  • Iraq
  • Palestine
  • Oman
  • Aden
  • UAE
  • Bahrain
  • Qatar
  • Socotra
and many other small islands and areas that I definitely don't have the patience of naming... but I think the point is achieved. The only reason I bothered to list so many areas that the British Empire once conquered is to stress the extreme amount of power they had, and the many colonies they own around the world. AND THESE ARE NOT EVEN ALL OF THE REGIONS THEY CONQUERED!!!

 Basic information about the British Empire:
At its height, the British Empire was the largest empire ever in history!
After the independence of the Thirteen Colonies, the British empire focused on Asia, the Pacific regions, and Africa as their next "victims" and sought out to colonize those areas instead, and they spent the 19th century doing just that.
A major reason that the British Empire can be so successful in colonizing so many different regions of the world at ease during the 19th century would be the defeat of France. Without a strong competitor to worry about, they can dominate the world easily with no worries at all. This is where the topic "balance of power: empires rise and fall" comes into use, because France falling is definitely a factor to Britain rising as far as colonizing and power goes.

Migrations
The British Empire was an empire full of many different migrations and a vast amount of human movement. Part of this is because of the large area of the world that are parts of Britain due to its many colonies.

Force Migrations:
Who?                                                     Where to?                                                     Why?         
-Convicts                                                 Australia                                                Inprisonment
-Chinese laborers                                North America                                        To build railways
                                                             South Africa                                         To work in mines
-West Africans                                    North America                                           To be slaves
-Indians                                               Other colonies                                               To farm

Other migrations:
Who?                                                          Where to?                                              Why?                 
-Many MANY people                            Many other colonies                           Escaping poverty
-More elite people                                  Many other colonies                   Get even better opportunities

For the "other migrations" category, even though there are large amounts of people who migrated, there isn't a way to categorize all those people who either migrated due to hopes of actually living or to get really really good jobs such as being part of the government or other more elite jobs.



REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to globalization through imperialism, because the information and analyzations included in this artifact are about colonies of the British Empire.
    b) Which other main topics does it also relate to?
This artifact also relates to communication and transportation revolution, human movement and migrationbalance of power: empires rise and fall, race: abolition, segregation , and anti-semitism, and notion of the frontier because this artifact talks about the migration of the British, the fall of Napoleanic France influencing the British Empire and its colonization, West-Africans being forced to North America as slaves.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The reason I chose this artifact is because I really need to know some more background information about the British Empire, because I have no idea what happened in the British Empire. I spent one hour (almost exactly) to complete this artifact.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned basic information about Great Britain, and I also learned how to incorporate many different topics into one artifact.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Not really, because it's not exactly unusual or creative, but I think its quite informational, and I find the video really really awesome.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
4, this artifact not just has information (though that part is kind of boring) but it links to a great animated map.
    b) Impact on your level of happiness/enjoyment
4, I enjoyed creating this artifact a lot for some unknown reason.
    c) Impact on your learning
4, I learned quite a bit!
    d) Level of creativity and originality
3, I don't find it to be very creative or original, but it still is my stuff~ :D

6. Any additional comments.
I really enjoy the animated map. A LOT. So don't forget to watch it! :D


Click here to comment on the feedback forum for this artifact!!! Thanks~ :)



Artifact #9:  Students' Free Choice


Artifact #10:  Cause and Effect: Analytical Writing


Artifact #11:  Primary Resource (Students' Choice)


Artifact #12:  Idea Page


Artifact #13:  Gapminder Analyzation


Artifact #14:  Group Video Project

Teammates:
-Allen Wang
-Daniel Liu
-Jill Wang
-Tina Wu
:) Enjoy the video! :D

Part one of two!


Part two of two!


REFLECTION:
1. a) Which main topic does the artifact relate to? In what ways?
This artifact relates to evolution of science and religion, because this video centers Darwin and his discoveries about evolution and natural selection.
    b) Which other main topics does it also relate to?
This artifact also relates to communication and transportation revolution because this artifact talks about Darwin travelling to the Galapagos.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The reason I chose this artifact is because my teammates and myself find this topic easy to do, and we all needed the science and religion evolution topic. We spent a whole Friday, starting at 8:30 in the morning and ending at 5:15, and then afterschool the following Monday, filming the video. The editing took a total of more than 35 hours when added together. The subtitles took away a whole evening and the following day's whole nights sleep alone.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about Darwin and his ideas about natural selection, and also Lamarck's theory of transformation. Also, I learned a lot more about editing videos because of this artifact. 
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
Kind of, because filming a video shows more creativity and requires more ideas and more choices to make.
5. Rate this artifact on a scale of 0~5(0 is neutral) for these 4 criteria:
    a) Impact on the quality of your portfolio
5, my teammates made this video entertaining with the awesome script they wrote when I was in Shanghai.
    b) Impact on your level of happiness/enjoyment
5, I enjoyed filming with my hilarious teammates, and even though the editing hours were long and tiring, they made me have something fun to look forward to each day.
    c) Impact on your learning
4, I learned a few things!
    d) Level of creativity and originality
5, the script, as I mentioned above, was written by teammates and it was awesome, but we all added a lot of improv for great effects in the video, making it more creative and fun, and more importantly, original even though Daniel and Allen were the ones writing the script. Also, our theme song, California Gurls, show the relaxing atmosphere of our video and our attitude towards it.
6. Any additional comments.
Thanks to all my teammates for being so awesome. You guys never believe me when I thank you on msn, so I'm going to thank you guys EVERYWHERE! :D Also, I have to remind you guys not to be sorry about me doing the editing. I was the only one with the program, so it's not your fault. Sorry for delaying the editing too, when I said I'd be done, and then uploaded it a week after the date that I said I'd be done by. I won't accept any apologies, because there's nothing to be sorry about. Thanks~

To everyone else: ENJOY THE VIDEO, HOPE YOU LIKE IT!!! :D

I will create the forum later on, sorry about that~ :(

Artifact #15:  Student Created Timeline

Artifact #16:  My Photo Story Prezi



To view more photos from this field trip, please go to the link "Picasa Portfolio!-photos" to check the field trip photo album out! :D

Click here to comment on the feedback forum for this artifact!!! Thanks~ :)




Artifact #17:  Compare and Contrast Key Figures




Please comment on the discussion forum by going to the facebook discussion forum links after each artifact if you have any feedback regarding this post! I'd be glad to accept any kind of feedback! Thanks for taking the time to read my work, I really appreciate it! Hope you enjoyed it! :D