Work for Monday 1/30

Here is the work that is DUE on Monday 1/30:


1. Time Period Quiz.  25 Statements/people/ideas and you need to identify the time period.

2. Marx vs Smith conversation

3. Read the article that compares the Industrial to the Atlantic Revolutions. Create a t-chart with similarities/differences.  The write a thesis statement.  Remember the Rule of Three...2 similarities, 1 difference OR 2 differences, 1 similarity. 

NO QUIZ ON MONDAY 1/23

NO QUIZ ON MONDAY 1/23...rescheduled for 1/30

HOMEWORK FOR 1/19 due 1/20--Cottage Industry and Luddites

HOMEWORK due tomorrow 1/20.

1. Answer the two questions below using the reading titled The Domestic System.

2. Listen to the podcast (after the reading) and answer the questions. 

PART 1 of homework 

A. What was the domestic system (or putting-out system or cottage industry)?  What was the primary industry involved?  Who usually participated in the work?

 B. What was good about the domestic system?  What was bad about it?

The Domestic System

Citation: C N Trueman "The Domestic System"
historylearningsite.co.uk. The History Learning Site, 31 Mar 2015. 16 Aug 2016.

Before factories as we would identify them, all manufacture of products like textiles was done at home and on a small scale. Work was confined to a cottage with everybody doing their bit. Work done at home – hence the “domestic” in the title – was slow and laborious. Daniel Defoe, of “Robinson Crusoe” fame -wrote about his journey through Yorkshire in about 1720 and described how he saw small cottages, small scale production and each family working for itself. However, not everything was done under one roof. Defoe noted that in Norfolk those employed in spinning worked elsewhere to those employed in weaving.

The process in the making of wool for clothes was as follows :

cleaning of the wool after it had been sheared from the sheep. carding of the wool – this was brushing it to separate the fibres. If a comb was used, this would be to get the fibres parallel. The cleaned and carded wool would then be spun by spinsters. This was frequently done by young girls. If these girls had not got married at a young age, it was believed that they would remain unmarried all their life – hence the term spinster today. The finished product of the spinsters was called yarn. the yarn would then be woven by a skilled weaver using a handloom. The finished product would then be sold to a clothier.

Each of these processes probably took place in separate cottages and spinning was seen as a job for women while weaving was seen as a man’s job.

The picture shows a typical domestic system home. The single room is dominated by a spinning wheel which is being worked by a young lady – the spinster. Food is being cooked in the same room. A ladder on the left of the picture will take the workers to their bedrooms once work for the day is finished and a window allows for light and ventilation. The amount of yarn produced in such a situation is clearly minimal.

If a worker did not work in his own home, he might work in a small workshop. Everything was done on a small scale. Even the coal mines – to fuel local cottages rather than send coal further afield – were small with shallow bell pits being the favoured type of mine as opposed to deep coal mining.

What was so good about the domestic system ?

the workers involved could work at their own speed while at home or near their own home. children working in the system were better treated in this system than they were to be in the factory system. As the women of a family usually worked at home, someone was always there to look after the children. conditions of work were better as windows could be open, people worked at their own speed and rested when they needed to. Meals could be taken when needed. as people worked for themselves they could take a pride in what they did. Tension in the work place was minimal as the family worked as a unit. the best home produced goods were of a very good quality – though this probably was not true at a general level.

However, the domestic system did have a number of major weaknesses in the growing industrial power that was the United Kingdom :the production was very slow and the finished product was simply not enough to, in the case of textiles, cloth the fast growing population of the United Kingdom . A better and faster system of production was needed.the complete process of production was usually done in several cottages and time was lost as materials were taken from cottage to cottage as one stage progressed to the next. the power of water was being developed and small cottages could not possibly take advantage of this source of power. the image of nice quaint country cottages giving workers a quality lifestyle (if not well paid) simply is not a correct one. Defoe witnessed children as young as four working in the domestic system and the waste that gathered around country cottages which did not improve the standard ad quality of life for those who had to live near such waste.

With a growing population that needed feeding, clothing etc. a new way was needed to meet the demands that a growing population would make on Britain. This would lead to the new factories, large and deep coal mines, huge ship building ports and the growth of our industrial cities with all the problems they were to bring.

PART 2 of homework http://podcasts.howstuffworks.com/hsw/podcasts/symhc/2013-07-03-symhc-luddites.mp3

 Listen to the first 10 minutes and 42 seconds of the Luddite podcast above.  You will have to cut and paste this into a new window.   Use the information from that podcast to answer the following questions.

  A.  Who were the Luddites?  When were they active?  What was the historical context for their actions?

   B.  Why did the Luddites object to the changes which were occurring in the textile industry?  Who were the croppers?

   C.  What were working conditions like in some of the early textile factories?

production was very slow and the finished product was simply not enough to, in the case of textiles, cloth the fast growing population of the United Kingdom . A better and faster system of production was needed.the complete process of production was usually done in several cottages and time was lost as materials were taken from cottage to cottage as one stage progressed to the next. the power of water was being developed and small cottages could not possibly take advantage of this source of power. the image of nice quaint country cottages giving workers a quality lifestyle (if not well paid) simply is not a correct one. Defoe witnessed children as young as four working in the domestic system and the waste that gathered around country cottages which did not improve the standard ad quality of life for those who had to live near such waste.

With a growing population that needed feeding, clothing etc. a new way was needed to meet the demands that a growing population would make on Britain. This would lead to the new factories, large and deep coal mines, huge ship building ports and the growth of our industrial cities with all the problems they were to bring.

A. What was the domestic system (or putting-out system or cottage industry)?  What was the primary industry             involved?  Who usually participated in the work?

            B. What was good about the domestic system?  What was bad about it?

The Domestic System” (http://www.historylearningsite.co.uk/domestic_system.htm

Smith vs Marx project: DUE Monday 1/30

Smith vs Marx project: Due Monday 1/30

Karl Marx and Adam Smith

 Using the websites listed below as your jumping off point, create a dialogue between Marx and Smith. The dialogue should include:

• Reference to their major written works
• What motivated their life’s work
• Why each loves his own philosophy
• Why each does not like the other’s philosophy
• The role of religion in economics

http://www.econlib.org/library/Enc/bios/Smith.html

http://www.econlib.org/library/Enc/bios/Marx.html

Organizer for the Key Concepts-due 1/17

Examining Two Key Concepts in 1750-1900

Listed below are two Key Concepts for this time period that we must quickly examine.  Read each of the Key Concepts and then using the sources; provide evidence to support the Key Concept.  Be sure to pasraphase the source, cite the author and support the Key Concept.

Key Concept	Evidence
III. Increasing discontent with imperial rule propelled reformist and revolutionary movements. Ex: Slave resistance challenged existing authorities in the Americas. Ex: Some of the rebellions were influenced by diverse religious ideas

Key Concept   IV. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities. Ex: Demands for women’s suffrage and emergent feminism challenged political and gender hierarchies

Evidence

Readings for the Key Concept Assignments due 1/17

Here are the readings for the Key Concept assignment that is due on Tuesday 1/17.  I will give you hard copies in class but just in case you are absent or want to get a head start, here you go.  The organizer is in the next post.

Reading #1
Maroons
The English word "maroon" (The authors have chosen to spell "maroon" in lower case when it is used to refer to individuals who escaped from slavery. It is capitalized only when used generically to refer to contemporary peoples or ethnic groups.) derives from Spanish cimarrón--itself based on an Arawakan (Taino) Indian root. Cimarrón originally referred to domestic cattle that had taken to the hills in Hispaniola, and soon after it was applied to American Indian slaves who had escaped from the Spaniards as well. By the end of the 1530s, the word had taken on strong connotations of being "fierce," "wild" and "unbroken," and was used primarily to refer to African-American runaways.
For more than four centuries, the communities formed by such escaped slaves dotted the fringes of plantation America, from Brazil to the southeastern United States, from Peru to the American Southwest. Today their descendants still form semi-independent enclaves in several parts of the hemisphere -for example, in Suriname, French Guiana, Jamaica, Colombia and Belize--fiercely proud of their maroon origins and, in some cases at least, faithful to unique cultural traditions that were forged during the earliest days of African-American history.
     Maroons and their communities can be seen to hold a special significance for the study of slave societies, for they were both the antithesis of all that slavery stood for, and at the same time a widespread and embarrassingly visible part of these systems. The very nature of plantation slavery engendered violence and resistance, and the wilderness setting of early New World plantations allowed marronage and the ubiquitous existence of organized maroon communities. Throughout Afro-America, such communities stood out as an heroic challenge to white authority, and as living proof of a slave consciousness that refused to be limited by the whites' definition and manipulation of it.
 Marronage on the grand scale, with individual fugitives banding together to create independent communities of their own, struck directly at the foundations of the plantation system. It presented military and economic threats that often strained the colonies to their very limits. In a remarkable number of cases throughout the Americas, whites were forced to appeal to their former slaves for a peace agreement. In their typical form, such treaties--offered maroon communities their freedom, recognized their territorial integrity, and made some provision for meeting their economic needs. In return, the treaties required maroons to end all hostilities toward the plantations, to return all future runaways, and, often, to aid the whites in hunting them down. Of course, many maroon societies never reached this negotiating stage, having been crushed by massive force of arms; and even when treaties were proposed they were sometimes refused or quickly violated. Nevertheless, new maroon communities seemed to appear almost as quickly as the old ones were exterminated

Reading #2
      Olympe de Gouges, a butcher's daughter, proved to be one of the most outspoken and articulate women revolutionaries. In 1791 she wrote the following declaration, directly challenging the inferiority presumed of women by the Declaration of the Rights of Man. Her attempts to push this idea lead to her being charged with treason during the rule of the National Convention. She was quickly arrested, tried, and on November 3, 1793, executed by the guillotine.

Woman, wake up; the voice of reason is being heard throughout the whole universe; discover your rights. The powerful empire of nature is no longer surrounded by prejudice, fanaticism, superstition, and lies. The flame of truth has dispersed all the clouds of folly and usurpation. Enslaved man has multiplied his strength and needs recourse to yours to break his chains. Having become free, he has become unjust to his companion. Oh, women, women! When will you cease to be blind? What advantage have you received from the Revolution? A more pronounced scorn, a more marked disdain. In the centuries of corruption you ruled only over the weakness of men. The reclamation of your patrimony, based on the wise decrees of nature-what have you to dread from such a fine undertaking?

Marriage is the tomb of trust and love. The married woman can with impunity give bastards to her husband, and also give them the wealth which does not belong to them. The woman who is unmarried has only one feeble right; ancient and inhuman laws refuse to her for her children the right to the name and the wealth of their father; no new laws have been made in this matter. If it is considered a paradox and an impossibility on my part to try to give my sex an honorable and just consistency, I leave it to men to attain glory for dealing with this matter; but while we wait, the way can be prepared through national education, the restoration of morals, and conjugal conventions.

Article I

     Woman is born free and lives equal to man in her rights. Social distinctions can be based only on the common utility.

Article IV

     Liberty and justice consist of restoring all that belongs to others; thus, the only limits on the exercise of the natural rights of woman are perpetual male tyranny; these limits are to be reformed by the laws of nature and reason.

Article VI

     The law must be the expression of the general will; all female and male citizens must contribute either personally or through their representatives to its formation; it must be the same for all: male and female citizens, being equal in the eyes of the law, must be equally admitted to all honors, positions, and public employment according to their capacity and without other distinctions besides those of their virtues and talents.

Reading #3

***This website will help you better understand the reading.  Please visit it.  http://www.ndstudies.org/resources/IndianStudies/standingrock/historical_ghostdance.html

The Ghost Dance Among the Lakota Mrs. Z. A. Parker, description of a Ghost Dance observed on White Clay creek at Pine Ridge reservation, Dakota Territory, June 20, 1890 We drove to this spot about 10:30 o’clock on a delightful October day. We came upon tents scattered here and there in low, sheltered places long before reaching the dance ground. Presently we saw over three hundred tents placed in a circle, with a large pine tree in the center, which was covered with strips of cloth of various colors, eagle feathers, stuffed birds, claws, and horns-all offerings to the Great Spirit. The ceremonies had just begun. In the center, around the tree, were gathered their medicine-men; also those who had been so fortunate as to have had visions and in them had seen and talked with friends who had died. A company of fifteen had started a chant and were marching abreast, others coming in behind as they marched. After marching around the circle of tents they turned to the center, where many had gathered and were seated on the ground. I think they wore the ghost shirt or ghost dress for the first time that day. I noticed that these were all new and were worn by about seventy men and forty women. The wife of a man called Return-from-scout had seen in a vision that her friends all wore a similar robe, and on reviving from her trance she called the women together and they made a great number of the sacred garments. They were of white cotton cloth. The ghost shirt for the men was made of the same material-shirts and leggings painted in red. Some of the leggings were painted in stripes running up and down, others running around. The shirt was painted blue around the neck, and the whole garment was fantastically sprinkled with figures of birds, bows and arrows, sun, moon, and stars, and everything they saw in nature.. As the crowd gathered about the tree the high priest, or master of ceremonies, began his address, giving them directions as to the chant and other matters. After he had spoken for about fifteen minutes they arose and formed in a circle. As nearly as I could count, there were between three and four hundred persons. One stood directly behind another, each with his hands on his neighbor's shoulders. After walking about a few times, chanting, "Father, I come," they stopped marching, but remained in the circle, and set up the most fearful, heart-piercing wails I ever heard-crying, moaning, groaning, and shrieking out their grief, and naming over their departed friends and relatives, at the same time taking up handfuls of dust at their feet, washing their hands in it, and throwing it over their heads. Finally, they raised their eyes to heaven, their hands clasped high above their heads, and stood straight and perfectly still, invoking the power of the Great Spirit to allow them to see and talk with their people who had died. This ceremony lasted about fifteen minutes, when they all sat down where they were and listened to another address, which I did not understand, but which I afterwards learned were words of encouragement and assurance of the coming messiah. Reading #4 Declaration of Sentiments and Resolutions Woman's Rights Convention, Held at Seneca Falls, 19-20 July 1848 On the morning of the 19th, the Convention assembled at 11 o'clock. . . . The Declaration of Sentiments, offered for the acceptance of the Convention, was then read by E. C. Stanton. A proposition was made to have it re-read by paragraph, and after much consideration, some changes were suggested and adopted. [In the afternoon] The reading of the Declaration was called for, an addition having been inserted since the morning session. A vote taken upon the amendment was carried, and papers circulated to obtain signatures. The following resolutions were then read: Whereas, the great precept of nature is conceded to be, "that man shall pursue his own true and substantial happiness," Blackstone, in his Commentaries, remarks, that this law of Nature being coeval with mankind, and dictated by God himself, is of course superior in obligation to any other.1  It is binding over all the globe, in all countries, and at all times; no human laws are of any validity if contrary to this, and such of them as are valid, derive all their force, and all their validity, and all their authority, mediately and immediately, from this original; Therefore, Resolved, That such laws as conflict, in any way, with the true and substantial happiness of woman, are contrary to the great precept of nature, and of no validity; for this is "superior in obligation to any other. Resolved, That all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature, and therefore of no force or authority. Resolved, That woman is man's equal—was intended to be so by the Creator, and the highest good of the race demands that she should be recognized as such. Resolved, That the women of this country ought to be enlightened in regard to the laws under which they -live, that they may no longer publish their degradation, by declaring themselves satisfied with their present position, nor their ignorance, by asserting that they have all the rights they want. Resolved, That inasmuch as man, while claiming for himself intellectual superiority, does accord to woman moral superiority, it is pre-eminently his duty to encourage her to speak, and teach, as she has an opportunity, in all religious assemblies.

Week 1/9-1/13

Tuesday 1/10
1. Finish the Congress of Vienna sheet and also the EXTRA, EXTRA sheet on the back. DUE tomorrow!!!

Wednesday 1/11:
1. Find an article about the situation in Haiti in the last 18 months. Print the article and write a summary of the article. Be able to discuss this in class. 

Thursday 1/12:
1. HIPP Bolivar's letter
2. Answer question about Mexican constitution
3. Textbook Assignment #4 DUE

CHECK BLOG for upcoming dates