My two primary source documents are the Civil Rights Act of 1866 and the Act To Establish A Bureau For The Relief Of Freedmen And Refugees of 1865. Both of these acts were created in an effort to give rights to African Americans that had recently been freed from slavery. One of the acts tried to establish a federal agency that would fight for the rights of African Americans and the other just tried to complete the mission of the agency described in the first act, but ended up not working. This ultimately resulted in African Americans not getting their rights for more than 100 years afterward. These acts relate directly to what we have been learning in class. We have been discussing the government’s repeated attempts to give African Americans their rights, and this is a perfect example of that.
I chose these two pictures to depict what Reconstruction was like for African Americans. After the 13th and 14th amendments were put in place, which freed African Americans, people started to rebel (mostly in the South). In both of the pictures it shows that the South did not like what was being enforced and that they wanted to keep their slaves. Also, it depicted that if these laws were going to be followed the South would not let African Americans share the same rights. The North however along with Andrew Johnson felt that the slaves should be like every other person, and that African Americans should have rights the whites had. Though this argument was fought over long and hard, they wouldn't make segregation illegal for another 100 years to come. These acts relate directly to what we've been learning about in class. We have been talking about how the president and government both have been trying to give African Americans more rights and freedom.
Both of my primary sources depict the fact that lynchings and rebelious actions were especially popular even after reconstruction was taking place and continued to the early 1900s.
My interpretation of my primary sources is quite similar to yours. Mine were about the South not wanting to accept laws so they did everything they could to take away the AAs rights
The primary source documents are images that I found online; one showed the African Americans on a plantation and the other one showed these two people shaking hands. The first link is kind of a before and after when the 13th, 14th and 15th amendments were passed. The previous side (before) showed the white southerners beating the African American’s and shows slavery. The second half (the after) showed them as a citizen of the U.S. The second link is also an image from the era and it shows a KKK member shaking hands with a northerner. Right now we are studying reconstruction and during that era there was a lot of racism and segregation towards the African Americans. These documents show us what it was like back in that era and how African Americans were treated and the conflict that rose up because of the passing three amendments.
I think that our two pictures are a lot alike, We both have pictures of AA's after they got there rights. Also, both our pictures showed the outcomes of what happened after they got their rights.
Both of these documents are about African Americans voting. In the first document it is showed that the white southerners hated the fact that African Americans could vote, and both documents showed two diffferent ways white southerners attempted to stop them from voting. The way that the people in the first image are trying to stop the African American man from voting is through violence. Whereas in the second document you can see the white southerners using a much different tactic, and a much less harsh one, setting up literacy tests. We learned in class that since most African Americans were slaves before the war, they didn't get a formal education, and therefore didn't know how to read and right. This caused them to fail the literacy tests, which ment they couldn't vote. All together, the South tried multiple tactics to prevent African Americans from voting.
My two primary sources were similar to yours, with a similar theme. One of mine was like yours, where southerners were trying to prevent African Americans from voting, but the other was just about how poorly they were treated by the southerners.
I chose two images/cartoons depicting how the white southerners thought of themselves in relation to the African Americans. In the first picture the black man is saying that he has a good hold of the “tree of liberty” and the white man in the river should take hold of his hand in order to get out. The white man is saying he would never hold a black mans hand. Off to the side on the land you see a white northerner saying he should take hold of his hand. This is a very good representation of how each group viewed each other. The northerner obviously wants the southerner to survive but the southerner refuses to touch the black man and let him save his own life. It also shows you that the African American man wants to save the southerner and build a better relationship. In the second picture it shows you another god representation of how the white southerners felt about the blacks. The two men stand off to the side as an African American man walks up to place his ballot in the ballot box. As he does so the two men just stand there and glare at him showing their displeasure with the new voting laws and African Americans in general.
Both of these show the feeling toward African Americans after the civil war during reconstruction. The north passed the 13th amendment and that abolished slavery then the United States passed the 14th amendment which was used to give African Americans rights. They attempted to make it so that both blacks and whites were equal and give the African Americans the same rights as whites. But in the south they found ways to get around these amendments like the Jim Crow laws and segregation. In the first image it shows a scale that is equal with one side a happy black man and on the other side a upset white guy. This shows what was starting to happen after African American laws were passed.In the second picture it shows a black man on railroad car and a white man is pointing for the black man to leave the train car. This picture shows segregation, they were supposed to be equal but they allowed segregation as long as it was equal but it was unfair to African Americans because their utilities were often worse than theirs and they were treated badly. These images show different sides of African American rights, the blacks were happy and the whites were upset so they tried to take away as many rights as they could away from the African Americans.
I agree with your statement, that African Americans were happy after the war because they got rights that the white men had, but because the African American were happy the whites wanted to take away any opportunities they had. My primary sources were very similar in trying to convey what happen with segregation after the war.
I also agree that the Whites were upset with the African Americans and the Government for giving equal rights to the African Americans. Also when reading your reflection of your primary sources it kind of reminded me of mine in a way, i also had a cartoon/image showing about how the whites were upset by the African Americans having equal rights.
Both of these primary sources are pictures that have to do with African Americans during the reconstruction era. The first picture depicts a group of African Americans in New Orleans voting for the very first time in the year 1867. The second picture is from a later date of reconstruction and shows a literacy test that every citizen had to take in order to vote during an election. These two sources show the achievements and struggles of African Americans during the reconstruction time period. At first they were given the right to vote and they were very happy about that, but as time went on whites did things to try to prevent them from voting. One was the literacy test. This test was to make sure that everyone that voted was able to read and write. This was a disadvantage to the blacks since they never got proper education. Some other things that were tried to prevent African Americans from voting were the poll tax and the grandfather clause. So, African Americans originally got what they wanted, but then the whites over powered them and prevented them from voting, and basically took away their rights.
Both of the images you picked are similar to mine because they both portrayed inequality between black people and white people. One is an AA and a white man sitting on opposite sides of a scale. The scale is perfectly balanced. the blac man is smiling and the white man is frowning. The second shows a white man in water and a black man trying to save him, but the white man refuses to be helped by a black man.
My two primary sources highlight what the relationship was like between Freedmen and White Southerners. My one document is the 15th amendment and my other primary source is a cartoon of White Southerners trying to intimidate African Americans when they are getting ready to vote and the two White Southerners are each pointing a gun at his head. I interpret the two guns as being poll taxes, literacy tests and the grandfather clause which are things that the South used to keep African Americans from voting. After the civil war all of the Southern States ratified the 13th, 14th, and 15th amendments but they are completely going against what they say. If you read the 15th amendment it gives the African Americans the right to vote. But in the picture they are intimidating him out of voting and keeping all African Americans from voting because of the poll taxes, the literacy tests, and the grandfather clause. These primary sources represent how tension is still there between the South and there former slaves. The South is not willing to be equals with them and will not be for a long time.
The two images I showed featured two types of people during the Reconstruction era, the KKK and the Carpetbaggers. They both depict what different groups of people formed after the Civil War ended. Carpetbaggers were white northerners that traveled to the South during Reconstruction. They were often viewed as wanting to grow rich off of the South's misery, and were nicknamed "Carpetbaggers," saying that they were in such hurry that they only had time to pack clothing in cheap suitcases. The KKK, or the Klu Klux Klan, formed when the 13th and 14th amendment were ratified. They often participated in force and violence against freedmen, which included lynching, or public executions, and burning down houses. These relate back to class because it is what we are currently learning; we're learning about the different groups that were formed during the years of Reconstruction.
I picked two cartoons from the Reconstruction Era showing how the white Southerners detested the black people and the idea of the black people being equal to them. The first one shows a black man and a white man sitting on different sides of a scale. The balance between the two sides is even. This represents equality, of course. The black man on one side of the scale is smiling at the fact that he is equal to the white Southerner. The white Southerner is frowning at this. The second cartoon I found is showing a white man standing on a river bank, another white man in the water, and a black man holding on to a tree offering his hand to the man in the water. The white Southerner on the river bank is telling his companion to take the black man’s hand, but the white man in the water is appalled by the idea of a black man helping him. The black man was hoping to be equal to the white man, but it is obvious the white man didn’t like that idea. These ideas relate back to class because we were learning about the Jim Crow laws and segregation and how the white Southerners refused to be equal to the black people of the South.
The cartoons I used as my primary sources were very much similar to the ones you picked. The two I chose were of African Americans voting; one was taking a literacy test and one was placing his vote in the box. Both of our primary sources showed segregation to African Americans in the South.
The way you interpreted your cartoons was similar to mine; I talked about different groups that formed during the Reconstruction era, and how they might've delayed freedmen earning their rights.
I chose these two primary documents because they both connected to what we are learning about in class, and because they connect to each other easily. The first link is to a poster about the Freedman’s bureau and the second is to a document concerning freedmen. When the 13th amendment was ratified there was a whole new type of person making up a decent chunk of the population at the time: the freedman. The freedman was a former slave who had no real-world experience and thus had trouble getting started. The Freedman’s bureau was created to help freedmen get on their feet. The two documents are connected mainly because they both pertain to freedmen. There is a significant difference between the two, however. The poster is a form of propaganda that discouraged people from supporting the republicans in congress, because they wanted to help the former slaves. The document is an idea about forming a Freedman’s Bureau, telling how it should work should it be formed.
These two documents show the ignorance from the south. The first docuamnt is a confederate soldier shaking hands with a northerner and telling the north that they all should compromise with what the south wants. This relates to what we are learning in class because its showing that the south were doing the right thing and wanted the U.S. to live by their way of life and not how the north wants it. The second document shows how the poll tax law that the south made is stopping many African Americans from voting because they couldn’t afford it. It goes against the 15th amendment which gives the right to vote to all people. This relates to what we’re learning in class because we’re starting to get into segregation in the south and how southerners were trying to find loopholes in the rights of AA’s and this is a good example of that.
http://backtohistory.blogspot.com/2011/01/reconstruction.html http://www.picturehistory.com/product/id/17446 These two cartoons relate in many ways. They are both about segregation against African Americans during the Reconstruction era. The first cartoon shows a man trying to take a literacy test before voting in the South. The viewer of the picture can assume that the man is African American because he seems to not understand the test, and many African Americans could not read. The white Southerners segregated the African Americans by making all voters take a literacy test on the constitution before voting. This ensured that many blacks could not vote. The second picture shows an African American man placing his vote into the voting box. The viewer can infer that he somehow passed all the tests for voting. The grandfather clause, the poll tax, and the literacy test were all ways to ensure that blacks couldn’t vote. Either the man in the cartoon got past all those tests, or this was before those rules were created. Either way, the white men behind him and in front of him are giving him nasty looks and are visibly upset that an African American man could vote. Both of the primary sources show that the whites segregated the blacks in the South during the Reconstruction period.
I like how u chose two different scenes of African Americans voting and the struggles that had to deal with in voting. The literacy test that they had to take and then one of the few Blacks that pasted all the tests and voted.
http://oldhickorysweblog.blogspot.com/2010_03_28_archive.html (Carpetbagger political cartoon) http://mysticpolitics.com/black-codes-jim-crow-and-obama-the-history-of-voter-disenfranchisement/ (The two platforms) These political cartoons are just a few of what was seen to discriminate against nearly every kind of group in the era of Reconstruction. The carpetbaggers were seen to be as clearly depicted in the cartoon; thieves of the south. The group of southerners is seen faded in the background, not able to do anything but watch as the north marched in to claim this new life of fortune and prosperity in the south. This cartoon connects to the views that battled back and forth between the north and south about what new changes were an issue, north to south immigration being one of the larger. The other document depicted Republicans from what seems to be a Democrat or white southerner’s point of view. The Republicans were aiming for a radical stage of change, and the southerners and Democrats were more conventional with their idea of Reconstruction. The south’s main concern was getting their own feet on the ground, not caring much for the African Americans or the Republicans that tried to equally better the country rather than favoring the south over the north.
http://reconstructionchronicles.weebly.com/reconstruction-amendments.html These primary documents show that even though Amendments were passed that stated that blacks and whites were equal, they weren't treated equally. There schools, the restaurants, the trains, etc. The African Americans were not treated equally because everything the whites had was better and more "advanced" than what the African Americans had. The 15th Amendment states that citizens cannot be denied the right to vote because of race, or previous condition, aka slaves. The African Americans asked for help, but no one was brave enough to stand up for what was right. This relates to what were learning in class because were learning some reason why people would stand of for the African Americans. On reason would be lynching, and the KKK. Fear was holding them back. Also were discussing if the African American were being treated fairly or not.
After the civil war, peace won’t be restored for a long time. The south is being very uncooperative with the north, the KKK is going around terrorizing African Americans, and plans for reconstruction of the south have to be arranged. It’s all just a big mess that America created for themselves. The two primary sources are about segregation and how unfair and cruel the Whites are being to the South. The first source is a document about a court case where an African American stole a bike and was sentenced to three years in prison. Meanwhile, a White man was prosecuted in that same court house for stealing an automobile and was sentenced three days in prison. This is a classic example of racism and prejudice during that time. The second primary source is an image of a southern man and a KKK member shaking hands over two African Americans who are obviously scared that these two men will hurt them. This shows the torture and terrifying experiences that these groups of people have put these African Americans through. Their lives maybe in even more danger after the civil war than it was before or during because now they’re being hunted down to be killed rather than put to work on a plantation. The civil war caused many problems for so many groups of people, especially the African Americans. America started this war, and they’re going to have to work hard to get it back to the way it was, without slavery of course.
One of my primary sources is the fourteenth amendment; the second is an act to establish a Bureau for freedmen. These two documents are related to what we are learning in class, because they were laws or acts passed to help the African Americans or freedmen to become a free person. The two documents are connected to each other because they both helped the freedmen to get rights after the Civil War. The fourteenth amendment is taking about the rights that were given to the African Americans after the Civil War; the rights that American citizens would get like the right to vote, own property and so on. As reconstruction moves forward it is shown that the freedmen really don’t have any rights in society. They are not treated equally even after this was past, and many people had said they were. The act to establish a Bureau for freedmen states that the freedmen would get land, or what to do with some of the extra land after the war.
http://www.academicamerican.com/recongildedage/topics/reconstruction.html (image of northerner protecting African Americans from rebels)
http://inamerica.blogs.cnn.com/2012/11/01/parallels-to-countrys-racist-past-haunt-age-of-obama/ (image of African American at gunpoint)
During the Reconstruction era, a big concern of politicians was racism. In the south, African Americans were treated unfairly. The 14th Amendment gave all people the rights of citizens regardless of race. However, it didn’t prevent segregation. This segregation led people to think that racism was occurring in the south. The north wanted freedmen to be treated as citizens, but the south didn’t want them to be equals at all. The first image shows a group of white protesters trying to attack a group of African Americans. A white man stands between them. He appears to be defending the African Americans and is dressed like a northerner. The south didn’t want the African Americans to be able to vote, so they did as much as possible to prevent it without violating the 15th Amendment. The second image shows two white men threatening an African American with guns. They are probably trying to intimidate him. Meanwhile, everyone else is just standing there without a care in the world. They agreed with the two white men. These two images only represent a small amount of racism. Hate groups like the KKK were forming all over the south. Lynching was killing hundreds of African Americans. Racism was a big problem during Reconstruction. Reconstruction was meant to unite the nation and its different races, but southern racism was reversing the process.
Dan I really think you hit it spot on, racism was a very big issue during Reconstruction. I also feel, as I showed in my blog, that all people should be equal no matter what their skin color.
You're right. Racism was a big problem in our country at the time and played a key role in segregation which is what my blog was about. Racism and segregation are closely connected to one another.
http://www.enotes.com/sand-creek-massacre-reference/sand-creek-massacre http://www.docstoc.com/docs/93501224/Cowboys-and-Indians---Burleson-Independent-School-Districtppt The Native Americans and the Natives fought many battles. An example would be the Chevington Massacre. The first source was a picture of a dead Native American woman. This would show how they killed anyone they saw. It didn’t matter if the person was male or female. The second source was a picture of the Americans and the Native Americans. This could show how gruesome the fights were and how a lot of people died in the battles.
It is under constant debate still today when it comes to whether or not Native Americans that resided in the United States were victims of genocide. There were laws made in states such as California that were officially called “Act for the Government and Protection of the Indians”. It sounded nice, but actually resulted in Native Americans being able to be legally taken into slavery even after its abolishment. This was in 1850, 12 years prior to the official enforcement of the Emancipation Proclamation. In addition, there were over 51 massacres documented during and prior to the westward expansion, ranging in between causes of refused prostitution and uprising to white settlers. Treaties like the Fort Laramie treaty were made and broken on a daily basis, resulting in the uprisings growing so out of control that the urge to push Native Americans onto reservations was prominent. Treaties were often out of control with enforcement, as shown when they were moved around for the sake of resources such as gold and silver. It is the result of these actions that the Native Americans were pushed to the threads that they are left as in the history books today.
In the first picture it shows an advertisement for homesteaders for going to Minnesota and in the second is an advertisement for land in Iowa and Nebraska. In 1862 the Homestead Act was passed which allowed people to pay a small amount of money for land out west as long as they promised to stay there for a certain amount of time. This act was used to encourage people to go west and expand the country. Both of these pictures show advertisements that say how great the west is and cheap. They say how great the land is even though a lot of the land actually was pretty bad land to farm on. Some had severe drought and heat in the summer and were very cold in the winter. The strange weather and conditions caused it hard to farm in the west.
Certificate of Eligibility http://www.shmoop.com/the-west/photo-homestead-act.html
In an attempt to expand America in the West and populate the land, the US Congress announced The Homestead Act. This Act promised up to 160 acres of land to any applicant who promised to care and farm for the land to five years and paid a small filing fee. By 1900, half a million Americans had moved out west and set up farms under this Act. These farmers were called homesteaders. Most of these homesteaders were African Americans who saw more opportunity for them in the West than in the South. To get the free land from the US government, a citizen had to send an application and if they were accepted, the head of the family would receive a certificate of eligibility. This shows that it was of great importance to Congress to begin to expand America into the West.
http://www.cooperativeindividualism.org/cartoon_the-freeman_discrimination-against-native-americans-september-1941.jpg During the time period when the U.S. was expanding west, there wasn’t a great friendship between them and the Native Americans. The U.S. would promise the NA’s things but wouldn’t follow up on their end of the bargain. The 2 cartoons show how in this time period the Native Americans were being treated unfairly, kind of like how the whites treated black people. The United States were forcing NA’s out of their land and putting them on reservations so that Americans could settle on the land that was once the NA’s, which is shown in the 1st picture. Native Americans were also forced to live on reservations and not in U.S. cities. This can also be connected to the whites and the blacks because in a way there both a type of segregation., which is shown in the 2nd picture.
The first image shows four sisters standing outside their house which was made primarily out of mud. Those houses are called ‘sod houses’ because they’re made out of mud, grass, and roots. Sod houses didn’t always hold up well, especially in the harsh conditions the prairie provided. The second image is a picture of the certificate someone got when they paid money to get 160 acres of land somewhere in the West as long as they stayed for five years, otherwise known as the Homestead Act. Many saw this as a good opportunity to start over, or even to start out, but a lot of Homesteaders went back where they came from before the five years were over because of things like bad soil, tornados, harsh winters, and even plagues of grasshoppers. A lot of African Americans travelled out West to escape segregation or lynching. Single women and families went out West also to start a new life. The Homestead Act helped out a lot of people for a pretty long time.
While moving west the US faced many hardships and difficulties. Among the many, one was natives “owning” most of the land out west. If people were supposed to move out west how could they? There was no room for them to. So being the United States of America we wanted land that we could have people move onto for a small fee in order to farm or make a railroad. So what did they do? They signed many treaties and fought with many groups of Native Americans. Among the treaties one of the first was the Fort Laramie Treaty. This stated that the natives would move onto a slightly smaller patch of land and should start farming. It also promised the land would remain the Natives land. The soil was not good for farming nor did the natives like the treaty but they knew they had to sign. Later that year gold was found on the land given to the natives. So of course the natives were forced to move again and were moved onto even less land than they had. In one photo it shows how much land in one area the Great Sioux Reserve and how much land they had earlier. The second photo shows the slow depletion of the natives land throughout time because of construction and being forced to move.
One group of people that existed during Western Expansion was the homesteaders. The life of a homesteader was brutal. They faced many problems including weather, finance, landscape, and much more. The weather on the Great Plains was very hard to live with. The dry weather killed crops, in summer grasshoppers ate everything in their path, and in winter there was nothing to block the wind and snow buried animals and locked families in their homes. They had financial issues when crop prices fell and they were not making as much money. Finally, they had problems with the land and their housing. There was sod on top of the soil so they had to bust through the sod in order to reach the soil. Also, they had to live in sod houses because there was a scarce amount of wood on the Plains. The two primary sources listed above are both pictures. They are both pictures of homesteaders. The first one shows a family with a wagon and the second one shows a woman that had to face the challenge of being a teacher on the Plains. In both of the images the people pictured do not look very happy. This shows how hard their life was and how it was all about work all the time. From 1863-1979 4 million people attempted to become a homesteader, only about 40% of those people succeeded in the rough life of a homesteader.
Westward expansion led to many new things in the United States, and one of them was mining for gold. The first link leads you to a picture of miners taken during the California Gold Rush. The miners come from different societies from around the world. The Chinese men probably came from China, while the white men in the photo presumably came from somewhere inside the United States, with both hoping to strike it rich. Mining for gold was a life changing decision. If you struck gold, you were rich. However, you could run yourself broke if you jumped from lode to lode in search of the elusive precious metal. The second link leads you to a website where you have to scroll a bit to find the miners. This photo was taken in Alaska right around the turn of the century. Lots of ghost towns remain from a range of gold rushes. The photo taken from this link is in the town of Ketchikan, which happens to still be around. Gold mining changed the lives of people for both good and bad. It did, however, leave its marks. For example, the government chose gold over Native Americans. A whole new type of town was created with each new lode that was discovered. With those towns came a type of society similar to Hell on Wheels. However, those towns only lasted a little longer than the lode, and they fell off the map just as quickly as they gained their spots. Gold mining was a gamble of a business to get into. But, with luck, the gamble would pay huge dividends.
Western Expansion for the United States was a period of much accomplishment and faults. One early achievement was the completion of the Transcontinental Railroad. The government signing the Pacific Railroad Act, two railroad companies set to complete the task of the Transcontinental Railroad. One being the Union Pacific Railroad Co. and the other is the Central Pacific Railroad Co. Though the Civil War was just about ending, the influx of workers flooded through the Union Pacific Company which kick started the railroad to connect. Soon though there was a lack of workers due to poor living conditions and low pay, but each company had a migration of immigrants. The Central Pacific having Asian immigrants that came over for the gold rush. The Union Pacific on the latter half having Irishmen. Both groups were given discriminatory names for their antics. The Asians were known for their great follow-through of tasks, used as a threat for other workers to get to work. The Irishmen were known great for their risk taking ability, but soon were more reserved to hire for the stereotypical drunkenness, a.k.a. The Hell on Wheels. Though through facts discrimination through the Railroad crews weren’t nearly as harsh as they were in the South towards the African-Americans. With the two classes shown to be working in unity, from the images found, it wouldn’t be hard to see jealousy and rumors to sweep their quarters. Though if both of the classes weren’t around when they were, the Railroad could have taken years more, or just left incomplete.
Homesteaders were a huge group and played a big role in Westward Expansion. All the different seasons on The Great Plains brought many problems to the homesteaders, including weathering and money problems. Droughts were a very big problem during the summer seasons and lots of snowfall occurred in the winter. Also homesteaders could not make a steady income, because when the food prices decreased they could not make enough money selling their crops. Another drawback from living on the Great Plains was there was not enough building resources to make good homes to live in. Homesteaders ended up making their houses from grass and sod. These two sources (pictures) connect to what we are learning about in Social Studies class because it shows how hard a life of a homesteader was and how unpredictable every year can be. Ranging from very profitable to seriously in debt.
Americans moving into the west, treated Native Americans harshly instead of letting the Native Americans stay on there own land the government forced them onto reservations. With horrible soil and even worse protection from the American troops. Not only did the Homesteaders take over the land of Native Americans, they also decreased the population of buffalos to the point of almost extinction. The first image describes how much power the Americans had over the Native Americans. The second image showed how the buffalo population was being decreased and used for their meat and fur. Both cartoons depict the huge impact the homesteaders and United State government had on them. The subject of the cartoons connect to our class because we learned about the deaths and hardships that the Native Americans endured. They struggled with fighting the American troops and losing their families
My first document is showing a picture of Woodrow Wilson and a quote from a newspaper or flyer stating that he is in support of women’s suffrage. He said he would be voting in favor of it. The second image is a group of women parading down a street with another quote from Wilson on women’s suffrage. Over all these two images tell a lot about his view on women’s suffrage. In the women’s suffrage movement women were fighting for the right to vote along with many other things and in general get their own rights to be treated as an equal to males. During the women’s suffrage movement many other presidents during the movement also agreed with Wilson and most likely voted in favor of women’s suffrage. Eventually the nineteenth amendment was passed giving women the right to vote because it denied any state the power to denied someone to vote based on sex.
The Boston Marathon bombing was a huge tragedy for the United States of America. Police suspect that 2 brothers, one deceased, were the bombers. In all, 3 people died during this horrific and unnecessary event. The Boston Marathon has been a very important traditional marathon for Boston for many years. Both my pictures show what it looked like after the finish line was bombed. This connects to the suffrage era because the bombers were making terroristic threats so that people would recognize the things they believed in and women organized events and strikes so that people could see that women should have the same amount of rights as the men had.
http://gersm.tripod.com/womansuffrage.html 3rd picture down
http://digitaldocsinabox.org/kits.html 6th picture down
During the Progressive Era, one of the goals many Americans were working towards was women getting the right to vote. Women began to work towards women’s suffrage and many organizations were formed to bring awareness to the cause. The National Women Suffrage Association worked for a constitutional amendment. Many of these organizations arranged marches to gain more support. Conventions were also used to spread the word throughout the country. When women in the south were given the right to vote, women all over the country declared that a women’s suffrage amendment should be passed. In 1919, women reached their goal and the 19th amendment was passed under the presidency of Woodrow Wilson. Women all across the country gained new opportunities and rights following the passage of this amendment.
Last week was the 50th Anniversary of the world famous “Letter from Birmingham Jail” written by Dr. MLK Jr. He wrote this while in his jail cell. MLK was arrested for a violation of Mass public speaking. He wrote for civil rights and the plead to obtain equality for both blacks and whites. MLK went on to discuss how blacks live through nothing but discrimination and a life of pain. He stated now the blacks are becoming stronger due to all of the hurt they received from society. I can relate this to women’s suffrage and their rights to vote. After the 19th amendment was passed, the number of American voters doubled. This showed that anything is possible as long as you can push to the top and get what you came for.
http://www.nwhm.org/online-exhibits/progressiveera/suffrage.html 3rd picture down
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/suffrage/ top picture (women holding a sign that says womens suffrage association)
During the progressive era, women’s right was always a problem. The Women’s National Suffrage Association worked to help gain women more rights. They wanted to help women get the chance to vote and get the opportunity to play a bigger role in society. The one picture represents women upset they don’t have a lot of rights or freedoms then men do. The other picture is referring to the leadership during this era. The signs say which president is going to help then gain more rights and contribute to society. To try an achieve this main goal of theirs, they picketed outside the white house, protested, and hosted rallies. Woodrow Wilson passed the 19th amendment which gave women the right to vote.
Muckrakers went around finding bad things about places (most often companies) and telling the world about what they saw. There were quite a few famous muckrakers back in the day, but I highlighted two; Jacob Riis, and Upton Sinclair. Jacob Riis took pictures of the slums and the poor people living there. He really opened peoples' eyes by doing this. People slept on the streets when the houses were too crowded. There was no such thing as indoor plumbing and waste and garbage filled the streets. Building codes were little, if any. No one knew about this until they saw the photos that Riis took. Upton Sinclair took pictures of the slaughter houses and meatpackers. He showed the world how badly their meat was treated before it was shipped to stores. The Meat Inspection Act was passed; this allowed government workers to go to meatpacking buildings and inspect them for cleanliness, sanitation, etc. Along with this act came the Pure Food and Drug Act requiring all foods and bottles to have ingredients listed on them.
These two primary source documents both have to do with what progressives are and how they affected history. The first document is a letter that Roosevelt sent to Upton Sinclair and the second is Roosevelt’s definition of what a progressive is. In the letter he is talking about Sinclair’s work and at the very end he says that if what he was claiming in his book about the to be true was actually true, he would do everything in his power to make a change. That is illustrating the power that progressives had to influence the government and inspire change. This proven even further by the fact that Roosevelt would take the time to write about progressives and what he thought that they were. Roosevelt defines progressives as people that stand for forward movement, and this encompasses most of the people that were living in his time period.
Since the ending of the Civil War, African Americans haven’t gotten the rights of equality even though the constitution legally says so. Even through the trouble of politicians trying to achieve complete equality they have yet to do so, even up towards the Progressive Era. Unlike the Radical Republicans, the Progressives though didn’t have a game plan on AA Rights.
The Niagara Movement started in the early half of the Progressive Era. It lead African Americans to go to the Canadian side of the Niagara Falls. Its motive was to have equal rights given to AA’s that were only available in Canada. The main powerhouses of the Niagara Movement were Du Bois and John Hope. These men were very influential to equal rights leaders down the line, even being called Progressives but for different areas of expertise.
The Silent Movement was from a race riot occurring in East St. Louis in Illinois, two white police officers were killed when fighting with marauders attacked black homes. Dozens were killed from the race riots that popped up. The NAACP, which was organized after the Niagara Movement, protested with thousands of AA men, women, and children, the silent protest was in New York, NY with the simple words, “Justice and Equal Rights.”
Even though this problem wasn’t conquered until the Civil Rights movements in the 60’s, AA rights and equality are still problems in America. Just as these political problem solvers emerged in the US’s government, they wouldn’t dare harm their careers; except the white man by the name of John Hope.
Muckrakers were people in the progressive era that brought problems in society to the surface. In one of the documents it talks about the abuse of alcohol, mostly by men during the late 1800s through the early 1900s. Muckrakers were the reason for the 18th amendment. The main reason for this amendment was to help protect women and children from their husbands and fathers when they would come home from the bar. Most of the men became abusive after drinking. In my second primary source document it is the full speech given by teddy Roosevelt called “The Man with the Muck Rake.” This speech was about how and what muckrakers uncovered about things like the meatpacking industry, tenements, and filth. Muckrakers were very helpful but also had their downside. The passing of the 18th amendment caused an increase in crime and people didn’t stop drinking they just had to do it secret. This amendment led to the formation of speakeasies.
Women had very little rights all throughout history. They were heavily discriminated against and were only given certain freedoms. During the late 1800's to the early 1900's women were standing up for their rights. At the time they could not vote and that was something that they fought the stubbornness of men for. Many groups like the National Woman Suffrage Association fought for women's rights in America. This organization fought for women's right to vote, but other groups like the Women's Christian Temperance Union worked to try and ban alcohol in America. Eventually, they recieved suffrage and outlawed alcohol and women slowly became equally to the common man. Today, women are still discriminated against when it comes to their education, jobs, sports and many other things that don't make them seem equal to men. But now, millions o women are working full-time jobs, getting a good education and are given the opportunity for a future that doesn't have to be cooking, cleaning and taking care of children.
During the Progressive Era factories were a big deal. Yes, they mass produced products, but the real focus was on the conditions the people worked in. Not only adults worked back then, children did too. During the Progressive Era people, like muckrakers, worked for reform. Muckrakers were one of the first types of investigative reporters. These progressive reformers worked in the best interest of the people. In the first primary source men are outside of a factory, while in the second, children are at work. Progressives pushed for better working conditions and benefits for workers, and eventually got them. These two primary sources tie directly into what we just learned. These pictures were taken during the Progressive Era, the time period we just finished learning about. During the Progressive Era, many reforms were made for the people, and some still have repercussions today. People back then fought for half-decent working conditions in factories and similar workplaces. They won, and those conditions are made even better with the developments in technology. The Progressive Era was a vital time period in American history, and if people like muckrakers didn’t do what they did, America would be a different place today.
http://www.historycentral.com/documents/civilrightsact.html
ReplyDeletehttp://www.historycentral.com/documents/Freedman.html
My two primary source documents are the Civil Rights Act of 1866 and the Act To Establish A Bureau For The Relief Of Freedmen And Refugees of 1865. Both of these acts were created in an effort to give rights to African Americans that had recently been freed from slavery. One of the acts tried to establish a federal agency that would fight for the rights of African Americans and the other just tried to complete the mission of the agency described in the first act, but ended up not working. This ultimately resulted in African Americans not getting their rights for more than 100 years afterward.
These acts relate directly to what we have been learning in class. We have been discussing the government’s repeated attempts to give African Americans their rights, and this is a perfect example of that.
This comment has been removed by the author.
DeleteBoth of our posts talk about the lack of rights AA's had even after laws were passed to give them rights they never got.
DeleteImage #4
ReplyDeletehttp://www.academicamerican.com/recongildedage/topics/reconstruction.html
http://www.harpweek.com/09cartoon/BrowseByDateCartoon.asp?Month=September&Date=1
I chose these two pictures to depict what Reconstruction was like for African Americans. After the 13th and 14th amendments were put in place, which freed African Americans, people started to rebel (mostly in the South). In both of the pictures it shows that the South did not like what was being enforced and that they wanted to keep their slaves. Also, it depicted that if these laws were going to be followed the South would not let African Americans share the same rights. The North however along with Andrew Johnson felt that the slaves should be like every other person, and that African Americans should have rights the whites had. Though this argument was fought over long and hard, they wouldn't make segregation illegal for another 100 years to come.
These acts relate directly to what we've been learning about in class. We have been talking about how the president and government both have been trying to give African Americans more rights and freedom.
Both of my primary sources depict the fact that lynchings and rebelious actions were especially popular even after reconstruction was taking place and continued to the early 1900s.
DeleteMy interpretation of my primary sources is quite similar to yours. Mine were about the South not wanting to accept laws so they did everything they could to take away the AAs rights
Deletehttp://proliberty.com/observer/20051220.htm
ReplyDeletehttp://www2.maxwell.syr.edu/plegal/critical/masonwq1.html
The primary source documents are images that I found online; one showed the African Americans on a plantation and the other one showed these two people shaking hands. The first link is kind of a before and after when the 13th, 14th and 15th amendments were passed. The previous side (before) showed the white southerners beating the African American’s and shows slavery. The second half (the after) showed them as a citizen of the U.S. The second link is also an image from the era and it shows a KKK member shaking hands with a northerner. Right now we are studying reconstruction and during that era there was a lot of racism and segregation towards the African Americans. These documents show us what it was like back in that era and how African Americans were treated and the conflict that rose up because of the passing three amendments.
I think that our two pictures are a lot alike, We both have pictures of AA's after they got there rights. Also, both our pictures showed the outcomes of what happened after they got their rights.
Deletehttp://ohbythewayblog.blogspot.com/2012/11/still-racist-after-all-these-years.html (Man pointing gun at AA)
ReplyDeletehttp://electronicvillage.blogspot.com/2011/12/naacp-leads-fight-against-voter.html (Literacy test here)
Both of these documents are about African Americans voting. In the first document it is showed that the white southerners hated the fact that African Americans could vote, and both documents showed two diffferent ways white southerners attempted to stop them from voting. The way that the people in the first image are trying to stop the African American man from voting is through violence. Whereas in the second document you can see the white southerners using a much different tactic, and a much less harsh one, setting up literacy tests. We learned in class that since most African Americans were slaves before the war, they didn't get a formal education, and therefore didn't know how to read and right. This caused them to fail the literacy tests, which ment they couldn't vote. All together, the South tried multiple tactics to prevent African Americans from voting.
DeleteMy two primary sources were similar to yours, with a similar theme. One of mine was like yours, where southerners were trying to prevent African Americans from voting, but the other was just about how poorly they were treated by the southerners.
Deletehttp://www.cmhpf.org/Morrill%20Book/reconstruction%20currier%20and%20ivers.jpg
ReplyDeletehttp://cdn.dipity.com/uploads/events/6902b080d45c3cbca2ddca1e6c08fc40_1M.png
Sonya M
I chose two images/cartoons depicting how the white southerners thought of themselves in relation to the African Americans. In the first picture the black man is saying that he has a good hold of the “tree of liberty” and the white man in the river should take hold of his hand in order to get out. The white man is saying he would never hold a black mans hand. Off to the side on the land you see a white northerner saying he should take hold of his hand. This is a very good representation of how each group viewed each other. The northerner obviously wants the southerner to survive but the southerner refuses to touch the black man and let him save his own life. It also shows you that the African American man wants to save the southerner and build a better relationship.
DeleteIn the second picture it shows you another god representation of how the white southerners felt about the blacks. The two men stand off to the side as an African American man walks up to place his ballot in the ballot box. As he does so the two men just stand there and glare at him showing their displeasure with the new voting laws and African Americans in general.
http://blogs.dickinson.edu/hist-288pinsker/discussion/
ReplyDeletehttp://questgarden.com/81/41/7/090425122417/
Both of these show the feeling toward African Americans after the civil war during reconstruction. The north passed the 13th amendment and that abolished slavery then the United States passed the 14th amendment which was used to give African Americans rights. They attempted to make it so that both blacks and whites were equal and give the African Americans the same rights as whites. But in the south they found ways to get around these amendments like the Jim Crow laws and segregation. In the first image it shows a scale that is equal with one side a happy black man and on the other side a upset white guy. This shows what was starting to happen after African American laws were passed.In the second picture it shows a black man on railroad car and a white man is pointing for the black man to leave the train car. This picture shows segregation, they were supposed to be equal but they allowed segregation as long as it was equal but it was unfair to African Americans because their utilities were often worse than theirs and they were treated badly. These images show different sides of African American rights, the blacks were happy and the whites were upset so they tried to take away as many rights as they could away from the African Americans.
I agree with your statement, that African Americans were happy after the war because they got rights that the white men had, but because the African American were happy the whites wanted to take away any opportunities they had. My primary sources were very similar in trying to convey what happen with segregation after the war.
DeleteI also agree that the Whites were upset with the African Americans and the Government for giving equal rights to the African Americans. Also when reading your reflection of your primary sources it kind of reminded me of mine in a way, i also had a cartoon/image showing about how the whites were upset by the African Americans having equal rights.
Deletehttp://en.wikipedia.org/wiki/File:FreedmenVotingInNewOrleans1867.jpeg
ReplyDeletehttp://stinsonvirtualclassroom.wikispaces.com/file/view/armenia40b.jpg/309160664/armenia40b.jpg
Both of these primary sources are pictures that have to do with African Americans during the reconstruction era. The first picture depicts a group of African Americans in New Orleans voting for the very first time in the year 1867. The second picture is from a later date of reconstruction and shows a literacy test that every citizen had to take in order to vote during an election. These two sources show the achievements and struggles of African Americans during the reconstruction time period. At first they were given the right to vote and they were very happy about that, but as time went on whites did things to try to prevent them from voting. One was the literacy test. This test was to make sure that everyone that voted was able to read and write. This was a disadvantage to the blacks since they never got proper education. Some other things that were tried to prevent African Americans from voting were the poll tax and the grandfather clause. So, African Americans originally got what they wanted, but then the whites over powered them and prevented them from voting, and basically took away their rights.
Both of the images you picked are similar to mine because they both portrayed inequality between black people and white people. One is an AA and a white man sitting on opposite sides of a scale. The scale is perfectly balanced. the blac man is smiling and the white man is frowning. The second shows a white man in water and a black man trying to save him, but the white man refuses to be helped by a black man.
Delete-voter intimidation cartoon http://ohbythewayblog.blogspot.com/2012/11/still-racist-after-all-these-years.html
ReplyDeletehttp://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html
My two primary sources highlight what the relationship was like between Freedmen and White Southerners. My one document is the 15th amendment and my other primary source is a cartoon of White Southerners trying to intimidate African Americans when they are getting ready to vote and the two White Southerners are each pointing a gun at his head. I interpret the two guns as being poll taxes, literacy tests and the grandfather clause which are things that the South used to keep African Americans from voting. After the civil war all of the Southern States ratified the 13th, 14th, and 15th amendments but they are completely going against what they say. If you read the 15th amendment it gives the African Americans the right to vote. But in the picture they are intimidating him out of voting and keeping all African Americans from voting because of the poll taxes, the literacy tests, and the grandfather clause. These primary sources represent how tension is still there between the South and there former slaves. The South is not willing to be equals with them and will not be for a long time.
http://www.history.org/history/teaching/enewsletter/volume10/feb12/primsource.cfm
ReplyDeletehttp://micdsstudents.wikispaces.com/Reconstruction+era
The two images I showed featured two types of people during the Reconstruction era, the KKK and the Carpetbaggers. They both depict what different groups of people formed after the Civil War ended. Carpetbaggers were white northerners that traveled to the South during Reconstruction. They were often viewed as wanting to grow rich off of the South's misery, and were nicknamed "Carpetbaggers," saying that they were in such hurry that they only had time to pack clothing in cheap suitcases. The KKK, or the Klu Klux Klan, formed when the 13th and 14th amendment were ratified. They often participated in force and violence against freedmen, which included lynching, or public executions, and burning down houses.
These relate back to class because it is what we are currently learning; we're learning about the different groups that were formed during the years of Reconstruction.
http://www.aoh61.com/images/ir_cartoons/ignorant_vote.jpg
ReplyDeletehttp://www.xtimeline.com/__UserPic_Large/1670/ELT200711081107438034399.JPG
I picked two cartoons from the Reconstruction Era showing how the white Southerners detested the black people and the idea of the black people being equal to them. The first one shows a black man and a white man sitting on different sides of a scale. The balance between the two sides is even. This represents equality, of course. The black man on one side of the scale is smiling at the fact that he is equal to the white Southerner. The white Southerner is frowning at this. The second cartoon I found is showing a white man standing on a river bank, another white man in the water, and a black man holding on to a tree offering his hand to the man in the water. The white Southerner on the river bank is telling his companion to take the black man’s hand, but the white man in the water is appalled by the idea of a black man helping him. The black man was hoping to be equal to the white man, but it is obvious the white man didn’t like that idea. These ideas relate back to class because we were learning about the Jim Crow laws and segregation and how the white Southerners refused to be equal to the black people of the South.
The cartoons I used as my primary sources were very much similar to the ones you picked. The two I chose were of African Americans voting; one was taking a literacy test and one was placing his vote in the box. Both of our primary sources showed segregation to African Americans in the South.
DeleteThe way you interpreted your cartoons was similar to mine; I talked about different groups that formed during the Reconstruction era, and how they might've delayed freedmen earning their rights.
Deletehttp://examiningushistory.tripod.com/freedmans_bureau.jpg
ReplyDeletehttp://www.historycentral.com/documents/Freedman.html
I chose these two primary documents because they both connected to what we are learning about in class, and because they connect to each other easily. The first link is to a poster about the Freedman’s bureau and the second is to a document concerning freedmen. When the 13th amendment was ratified there was a whole new type of person making up a decent chunk of the population at the time: the freedman. The freedman was a former slave who had no real-world experience and thus had trouble getting started. The Freedman’s bureau was created to help freedmen get on their feet.
The two documents are connected mainly because they both pertain to freedmen. There is a significant difference between the two, however. The poster is a form of propaganda that discouraged people from supporting the republicans in congress, because they wanted to help the former slaves. The document is an idea about forming a Freedman’s Bureau, telling how it should work should it be formed.
Both of our primary source documents relate to freedmen and their rights after the war.
Deletehttp://elections.harpweek.com/NYT/0901/090364L.jpg
ReplyDeletehttp://www1.cuny.edu/portal_ur/content/voting_cal/photos/vote_here.gif
These two documents show the ignorance from the south. The first docuamnt is a confederate soldier shaking hands with a northerner and telling the north that they all should compromise with what the south wants. This relates to what we are learning in class because its showing that the south were doing the right thing and wanted the U.S. to live by their way of life and not how the north wants it. The second document shows how the poll tax law that the south made is stopping many African Americans from voting because they couldn’t afford it. It goes against the 15th amendment which gives the right to vote to all people. This relates to what we’re learning in class because we’re starting to get into segregation in the south and how southerners were trying to find loopholes in the rights of AA’s and this is a good example of that.
http://backtohistory.blogspot.com/2011/01/reconstruction.html
ReplyDeletehttp://www.picturehistory.com/product/id/17446
These two cartoons relate in many ways. They are both about segregation against African Americans during the Reconstruction era. The first cartoon shows a man trying to take a literacy test before voting in the South. The viewer of the picture can assume that the man is African American because he seems to not understand the test, and many African Americans could not read. The white Southerners segregated the African Americans by making all voters take a literacy test on the constitution before voting. This ensured that many blacks could not vote. The second picture shows an African American man placing his vote into the voting box. The viewer can infer that he somehow passed all the tests for voting. The grandfather clause, the poll tax, and the literacy test were all ways to ensure that blacks couldn’t vote. Either the man in the cartoon got past all those tests, or this was before those rules were created. Either way, the white men behind him and in front of him are giving him nasty looks and are visibly upset that an African American man could vote. Both of the primary sources show that the whites segregated the blacks in the South during the Reconstruction period.
I like how u chose two different scenes of African Americans voting and the struggles that had to deal with in voting. The literacy test that they had to take and then one of the few Blacks that pasted all the tests and voted.
Deletehttp://oldhickorysweblog.blogspot.com/2010_03_28_archive.html (Carpetbagger political cartoon)
ReplyDeletehttp://mysticpolitics.com/black-codes-jim-crow-and-obama-the-history-of-voter-disenfranchisement/ (The two platforms)
These political cartoons are just a few of what was seen to discriminate against nearly every kind of group in the era of Reconstruction. The carpetbaggers were seen to be as clearly depicted in the cartoon; thieves of the south. The group of southerners is seen faded in the background, not able to do anything but watch as the north marched in to claim this new life of fortune and prosperity in the south. This cartoon connects to the views that battled back and forth between the north and south about what new changes were an issue, north to south immigration being one of the larger. The other document depicted Republicans from what seems to be a Democrat or white southerner’s point of view. The Republicans were aiming for a radical stage of change, and the southerners and Democrats were more conventional with their idea of Reconstruction. The south’s main concern was getting their own feet on the ground, not caring much for the African Americans or the Republicans that tried to equally better the country rather than favoring the south over the north.
http://proudblackvoter.blogspot.com/2011/12/naacp-leads-fight-against-voter.html
ReplyDeletehttp://reconstructionchronicles.weebly.com/reconstruction-amendments.html
These primary documents show that even though Amendments were passed that stated that blacks and whites were equal, they weren't treated equally. There schools, the restaurants, the trains, etc. The African Americans were not treated equally because everything the whites had was better and more "advanced" than what the African Americans had. The 15th Amendment states that citizens cannot be denied the right to vote because of race, or previous condition, aka slaves. The African Americans asked for help, but no one was brave enough to stand up for what was right.
This relates to what were learning in class because were learning some reason why people would stand of for the African Americans. On reason would be lynching, and the KKK. Fear was holding them back. Also were discussing if the African American were being treated fairly or not.
http://teachinghistory.org/files/court_sentence.gif
ReplyDeletehttp://www.history.org/history/teaching/enewsletter/volume10/feb12/images/WorsethanSlaveryLarge.jpg
After the civil war, peace won’t be restored for a long time. The south is being very uncooperative with the north, the KKK is going around terrorizing African Americans, and plans for reconstruction of the south have to be arranged. It’s all just a big mess that America created for themselves. The two primary sources are about segregation and how unfair and cruel the Whites are being to the South. The first source is a document about a court case where an African American stole a bike and was sentenced to three years in prison. Meanwhile, a White man was prosecuted in that same court house for stealing an automobile and was sentenced three days in prison. This is a classic example of racism and prejudice during that time. The second primary source is an image of a southern man and a KKK member shaking hands over two African Americans who are obviously scared that these two men will hurt them. This shows the torture and terrifying experiences that these groups of people have put these African Americans through. Their lives maybe in even more danger after the civil war than it was before or during because now they’re being hunted down to be killed rather than put to work on a plantation.
The civil war caused many problems for so many groups of people, especially the African Americans. America started this war, and they’re going to have to work hard to get it back to the way it was, without slavery of course.
http://www.historycentral.com/documents/14thamend.html
ReplyDeletehttp://www.historycentral.com/documents/Freedman.html
One of my primary sources is the fourteenth amendment; the second is an act to establish a Bureau for freedmen. These two documents are related to what we are learning in class, because they were laws or acts passed to help the African Americans or freedmen to become a free person. The two documents are connected to each other because they both helped the freedmen to get rights after the Civil War. The fourteenth amendment is taking about the rights that were given to the African Americans after the Civil War; the rights that American citizens would get like the right to vote, own property and so on. As reconstruction moves forward it is shown that the freedmen really don’t have any rights in society. They are not treated equally even after this was past, and many people had said they were. The act to establish a Bureau for freedmen states that the freedmen would get land, or what to do with some of the extra land after the war.
http://www.academicamerican.com/recongildedage/topics/reconstruction.html
ReplyDelete(image of northerner protecting African Americans from rebels)
http://inamerica.blogs.cnn.com/2012/11/01/parallels-to-countrys-racist-past-haunt-age-of-obama/
(image of African American at gunpoint)
During the Reconstruction era, a big concern of politicians was racism. In the south, African Americans were treated unfairly. The 14th Amendment gave all people the rights of citizens regardless of race. However, it didn’t prevent segregation. This segregation led people to think that racism was occurring in the south. The north wanted freedmen to be treated as citizens, but the south didn’t want them to be equals at all. The first image shows a group of white protesters trying to attack a group of African Americans. A white man stands between them. He appears to be defending the African Americans and is dressed like a northerner. The south didn’t want the African Americans to be able to vote, so they did as much as possible to prevent it without violating the 15th Amendment. The second image shows two white men threatening an African American with guns. They are probably trying to intimidate him. Meanwhile, everyone else is just standing there without a care in the world. They agreed with the two white men. These two images only represent a small amount of racism. Hate groups like the KKK were forming all over the south. Lynching was killing hundreds of African Americans. Racism was a big problem during Reconstruction. Reconstruction was meant to unite the nation and its different races, but southern racism was reversing the process.
I agree that racism was a huge concern during the Reconstruction era. Freedmen should have had the same rights as all other whites.
DeleteDan I really think you hit it spot on, racism was a very big issue during Reconstruction. I also feel, as I showed in my blog, that all people should be equal no matter what their skin color.
DeleteYou're right. Racism was a big problem in our country at the time and played a key role in segregation which is what my blog was about. Racism and segregation are closely connected to one another.
ReplyDeletehttp://www.enotes.com/sand-creek-massacre-reference/sand-creek-massacre
ReplyDeletehttp://www.docstoc.com/docs/93501224/Cowboys-and-Indians---Burleson-Independent-School-Districtppt
The Native Americans and the Natives fought many battles. An example would be the Chevington Massacre. The first source was a picture of a dead Native American woman. This would show how they killed anyone they saw. It didn’t matter if the person was male or female. The second source was a picture of the Americans and the Native Americans. This could show how gruesome the fights were and how a lot of people died in the battles.
http://www.aics.org/WK/treaty1868.html
ReplyDeletehttp://www.indiancanyon.org/ACTof1850.html
It is under constant debate still today when it comes to whether or not Native Americans that resided in the United States were victims of genocide. There were laws made in states such as California that were officially called “Act for the Government and Protection of the Indians”. It sounded nice, but actually resulted in Native Americans being able to be legally taken into slavery even after its abolishment. This was in 1850, 12 years prior to the official enforcement of the Emancipation Proclamation. In addition, there were over 51 massacres documented during and prior to the westward expansion, ranging in between causes of refused prostitution and uprising to white settlers. Treaties like the Fort Laramie treaty were made and broken on a daily basis, resulting in the uprisings growing so out of control that the urge to push Native Americans onto reservations was prominent. Treaties were often out of control with enforcement, as shown when they were moved around for the sake of resources such as gold and silver. It is the result of these actions that the Native Americans were pushed to the threads that they are left as in the history books today.
http://homesteadcongress.blogspot.com/2010/09/foundations-of-homestead-act.html
ReplyDeletehttp://www.fold3.com/page/83001585_the_homestead_act_1862/
In the first picture it shows an advertisement for homesteaders for going to Minnesota and in the second is an advertisement for land in Iowa and Nebraska. In 1862 the Homestead Act was passed which allowed people to pay a small amount of money for land out west as long as they promised to stay there for a certain amount of time. This act was used to encourage people to go west and expand the country. Both of these pictures show advertisements that say how great the west is and cheap. They say how great the land is even though a lot of the land actually was pretty bad land to farm on. Some had severe drought and heat in the summer and were very cold in the winter. The strange weather and conditions caused it hard to farm in the west.
Homestead Act application
ReplyDeletehttp://www.archives.gov/education/lessons/homestead-act/images/application-01.jpg
Certificate of Eligibility
http://www.shmoop.com/the-west/photo-homestead-act.html
In an attempt to expand America in the West and populate the land, the US Congress announced The Homestead Act. This Act promised up to 160 acres of land to any applicant who promised to care and farm for the land to five years and paid a small filing fee. By 1900, half a million Americans had moved out west and set up farms under this Act. These farmers were called homesteaders. Most of these homesteaders were African Americans who saw more opportunity for them in the West than in the South. To get the free land from the US government, a citizen had to send an application and if they were accepted, the head of the family would receive a certificate of eligibility. This shows that it was of great importance to Congress to begin to expand America into the West.
http://2.bp.blogspot.com/-xFe1YJ08rqw/TdyiZBiDCXI/AAAAAAAADFU/FtYYMtbMxkA/s1600/cartoons%252Cfunny%252Cus%252Cpolitics%252Cusa%252Chistory-650e44f0a3b5a99db7711ce368586818_h.jpg
ReplyDeletehttp://www.cooperativeindividualism.org/cartoon_the-freeman_discrimination-against-native-americans-september-1941.jpg
During the time period when the U.S. was expanding west, there wasn’t a great friendship between them and the Native Americans. The U.S. would promise the NA’s things but wouldn’t follow up on their end of the bargain. The 2 cartoons show how in this time period the Native Americans were being treated unfairly, kind of like how the whites treated black people. The United States were forcing NA’s out of their land and putting them on reservations so that Americans could settle on the land that was once the NA’s, which is shown in the 1st picture. Native Americans were also forced to live on reservations and not in U.S. cities. This can also be connected to the whites and the blacks because in a way there both a type of segregation., which is shown in the 2nd picture.
http://haysvillelibrary.wordpress.com/2009/05/
ReplyDeletehttp://docsteach.org/activities/20/print
The first image shows four sisters standing outside their house which was made primarily out of mud. Those houses are called ‘sod houses’ because they’re made out of mud, grass, and roots. Sod houses didn’t always hold up well, especially in the harsh conditions the prairie provided. The second image is a picture of the certificate someone got when they paid money to get 160 acres of land somewhere in the West as long as they stayed for five years, otherwise known as the Homestead Act. Many saw this as a good opportunity to start over, or even to start out, but a lot of Homesteaders went back where they came from before the five years were over because of things like bad soil, tornados, harsh winters, and even plagues of grasshoppers. A lot of African Americans travelled out West to escape segregation or lynching. Single women and families went out West also to start a new life. The Homestead Act helped out a lot of people for a pretty long time.
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ReplyDeletefifth picture from the top (excluding videos):
ReplyDeletehttp://stevenmnielson.blogspot.com/2008_12_01_archive.html
here is a link to just the picture:
http://3.bp.blogspot.com/__xQRsYhanvI/SUGD2dSy0YI/AAAAAAAAArA/R3T03xyiIiY/s400/Laramie_Treaty_1868.JPG
original web page:
http://faculty.umf.maine.edu/walter.sargent/public.www/web%20104/104%20outline%202_08.htm
link labeled as:
MAP OF INDIAN RESERVATION LANDS
While moving west the US faced many hardships and difficulties. Among the many, one was natives “owning” most of the land out west. If people were supposed to move out west how could they? There was no room for them to. So being the United States of America we wanted land that we could have people move onto for a small fee in order to farm or make a railroad. So what did they do? They signed many treaties and fought with many groups of Native Americans. Among the treaties one of the first was the Fort Laramie Treaty. This stated that the natives would move onto a slightly smaller patch of land and should start farming. It also promised the land would remain the Natives land. The soil was not good for farming nor did the natives like the treaty but they knew they had to sign. Later that year gold was found on the land given to the natives. So of course the natives were forced to move again and were moved onto even less land than they had. In one photo it shows how much land in one area the Great Sioux Reserve and how much land they had earlier. The second photo shows the slow depletion of the natives land throughout time because of construction and being forced to move.
Deletehttp://www.archives.gov/education/lessons/homestead-act/images/homesteading-family.gif
ReplyDeletehttp://tywkiwdbi.blogspot.com/2012/06/schoolteachers-homestead.html
One group of people that existed during Western Expansion was the homesteaders. The life of a homesteader was brutal. They faced many problems including weather, finance, landscape, and much more. The weather on the Great Plains was very hard to live with. The dry weather killed crops, in summer grasshoppers ate everything in their path, and in winter there was nothing to block the wind and snow buried animals and locked families in their homes. They had financial issues when crop prices fell and they were not making as much money. Finally, they had problems with the land and their housing. There was sod on top of the soil so they had to bust through the sod in order to reach the soil. Also, they had to live in sod houses because there was a scarce amount of wood on the Plains.
The two primary sources listed above are both pictures. They are both pictures of homesteaders. The first one shows a family with a wagon and the second one shows a woman that had to face the challenge of being a teacher on the Plains. In both of the images the people pictured do not look very happy. This shows how hard their life was and how it was all about work all the time. From 1863-1979 4 million people attempted to become a homesteader, only about 40% of those people succeeded in the rough life of a homesteader.
http://www.learnnc.org/lp/editions/nchist-antebellum/5425
ReplyDeletehttp://docsteach.org/activities/11051/print
Westward expansion led to many new things in the United States, and one of them was mining for gold. The first link leads you to a picture of miners taken during the California Gold Rush. The miners come from different societies from around the world. The Chinese men probably came from China, while the white men in the photo presumably came from somewhere inside the United States, with both hoping to strike it rich. Mining for gold was a life changing decision. If you struck gold, you were rich. However, you could run yourself broke if you jumped from lode to lode in search of the elusive precious metal. The second link leads you to a website where you have to scroll a bit to find the miners. This photo was taken in Alaska right around the turn of the century. Lots of ghost towns remain from a range of gold rushes. The photo taken from this link is in the town of Ketchikan, which happens to still be around.
Gold mining changed the lives of people for both good and bad. It did, however, leave its marks. For example, the government chose gold over Native Americans. A whole new type of town was created with each new lode that was discovered. With those towns came a type of society similar to Hell on Wheels. However, those towns only lasted a little longer than the lode, and they fell off the map just as quickly as they gained their spots. Gold mining was a gamble of a business to get into. But, with luck, the gamble would pay huge dividends.
http://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdf
ReplyDeleteFirst & Last image on Page 6
http://www.books4yourkids.com/2012/06/tracks-by-diane-lee-wilson-276-pp-rl-4.html
Second Image
Western Expansion for the United States was a period of much accomplishment and faults. One early achievement was the completion of the Transcontinental Railroad. The government signing the Pacific Railroad Act, two railroad companies set to complete the task of the Transcontinental Railroad. One being the Union Pacific Railroad Co. and the other is the Central Pacific Railroad Co. Though the Civil War was just about ending, the influx of workers flooded through the Union Pacific Company which kick started the railroad to connect.
Soon though there was a lack of workers due to poor living conditions and low pay, but each company had a migration of immigrants. The Central Pacific having Asian immigrants that came over for the gold rush. The Union Pacific on the latter half having Irishmen. Both groups were given discriminatory names for their antics. The Asians were known for their great follow-through of tasks, used as a threat for other workers to get to work. The Irishmen were known great for their risk taking ability, but soon were more reserved to hire for the stereotypical drunkenness, a.k.a. The Hell on Wheels.
Though through facts discrimination through the Railroad crews weren’t nearly as harsh as they were in the South towards the African-Americans. With the two classes shown to be working in unity, from the images found, it wouldn’t be hard to see jealousy and rumors to sweep their quarters. Though if both of the classes weren’t around when they were, the Railroad could have taken years more, or just left incomplete.
http://haysvillelibrary.wordpress.com/2009/05/20/homestead-act/ (first one)
ReplyDeletehttp://www.delsjourney.com/close-ups/us/travels_mw/homestead_act.htm (first one)
Homesteaders were a huge group and played a big role in Westward Expansion. All the different seasons on The Great Plains brought many problems to the homesteaders, including weathering and money problems. Droughts were a very big problem during the summer seasons and lots of snowfall occurred in the winter. Also homesteaders could not make a steady income, because when the food prices decreased they could not make enough money selling their crops. Another drawback from living on the Great Plains was there was not enough building resources to make good homes to live in. Homesteaders ended up making their houses from grass and sod.
These two sources (pictures) connect to what we are learning about in Social Studies class because it shows how hard a life of a homesteader was and how unpredictable every year can be. Ranging from very profitable to seriously in debt.
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ReplyDeletehttp://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=June&Date=6
Americans moving into the west, treated Native Americans harshly instead of letting the Native Americans stay on there own land the government forced them onto reservations. With horrible soil and even worse protection from the American troops. Not only did the Homesteaders take over the land of Native Americans, they also decreased the population of buffalos to the point of almost extinction. The first image describes how much power the Americans had over the Native Americans. The second image showed how the buffalo population was being decreased and used for their meat and fur.
DeleteBoth cartoons depict the huge impact the homesteaders and United State government had on them. The subject of the cartoons connect to our class because we learned about the deaths and hardships that the Native Americans endured. They struggled with fighting the American troops and losing their families
http://ic.pics.livejournal.com/kensmind/1278588/285038/285038_600.jpg
ReplyDeletehttp://www.public.navy.mil/airfor/nalo/PublishingImages/womenssuffrage2.jpg
page these images came from:
Deletehttp://potus-geeks.livejournal.com/305748.html
http://www.public.navy.mil/airfor/nalo/Pages/Women'sEqualityDay.aspx
My first document is showing a picture of Woodrow Wilson and a quote from a newspaper or flyer stating that he is in support of women’s suffrage. He said he would be voting in favor of it. The second image is a group of women parading down a street with another quote from Wilson on women’s suffrage. Over all these two images tell a lot about his view on women’s suffrage. In the women’s suffrage movement women were fighting for the right to vote along with many other things and in general get their own rights to be treated as an equal to males. During the women’s suffrage movement many other presidents during the movement also agreed with Wilson and most likely voted in favor of women’s suffrage. Eventually the nineteenth amendment was passed giving women the right to vote because it denied any state the power to denied someone to vote based on sex.
http://fox13now.com/2013/04/17/authorities-arrest-suspect-in-boston-bombings-source-says/
ReplyDeletehttp://www.chinasmack.com/2013/stories/boston-marathon-bombings-chinese-netizen-reactions.html
The Boston Marathon bombing was a huge tragedy for the United States of America. Police suspect that 2 brothers, one deceased, were the bombers. In all, 3 people died during this horrific and unnecessary event. The Boston Marathon has been a very important traditional marathon for Boston for many years. Both my pictures show what it looked like after the finish line was bombed. This connects to the suffrage era because the bombers were making terroristic threats so that people would recognize the things they believed in and women organized events and strikes so that people could see that women should have the same amount of rights as the men had.
http://gersm.tripod.com/womansuffrage.html
ReplyDelete3rd picture down
http://digitaldocsinabox.org/kits.html
6th picture down
During the Progressive Era, one of the goals many Americans were working towards was women getting the right to vote. Women began to work towards women’s suffrage and many organizations were formed to bring awareness to the cause. The National Women Suffrage Association worked for a constitutional amendment. Many of these organizations arranged marches to gain more support. Conventions were also used to spread the word throughout the country. When women in the south were given the right to vote, women all over the country declared that a women’s suffrage amendment should be passed. In 1919, women reached their goal and the 19th amendment was passed under the presidency of Woodrow Wilson. Women all across the country gained new opportunities and rights following the passage of this amendment.
http://www.huffingtonpost.com/2013/04/16/letter-from-birmingham-jail-alabama-marks-site-of-martin-luther-king-essay_n_3095960.html
ReplyDelete3rd Picture down
http://learnfly.wordpress.com/2007/01/15/56/
ReplyDelete2nd Picture Down
Last week was the 50th Anniversary of the world famous “Letter from Birmingham Jail” written by Dr. MLK Jr. He wrote this while in his jail cell. MLK was arrested for a violation of Mass public speaking. He wrote for civil rights and the plead to obtain equality for both blacks and whites. MLK went on to discuss how blacks live through nothing but discrimination and a life of pain. He stated now the blacks are becoming stronger due to all of the hurt they received from society.
ReplyDeleteI can relate this to women’s suffrage and their rights to vote. After the 19th amendment was passed, the number of American voters doubled. This showed that anything is possible as long as you can push to the top and get what you came for.
http://www.nwhm.org/online-exhibits/progressiveera/suffrage.html
ReplyDelete3rd picture down
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/suffrage/
top picture (women holding a sign that says womens suffrage association)
During the progressive era, women’s right was always a problem. The Women’s National Suffrage Association worked to help gain women more rights. They wanted to help women get the chance to vote and get the opportunity to play a bigger role in society. The one picture represents women upset they don’t have a lot of rights or freedoms then men do. The other picture is referring to the leadership during this era. The signs say which president is going to help then gain more rights and contribute to society. To try an achieve this main goal of theirs, they picketed outside the white house, protested, and hosted rallies. Woodrow Wilson passed the 19th amendment which gave women the right to vote.
Deletehttp://www.gilderlehrman.org/history-by-era/politics-reform/essays/politics-reform
ReplyDeletehttp://www.annbausum.com/muckrakers.html (third photo down)
Muckrakers went around finding bad things about places (most often companies) and telling the world about what they saw. There were quite a few famous muckrakers back in the day, but I highlighted two; Jacob Riis, and Upton Sinclair. Jacob Riis took pictures of the slums and the poor people living there. He really opened peoples' eyes by doing this. People slept on the streets when the houses were too crowded. There was no such thing as indoor plumbing and waste and garbage filled the streets. Building codes were little, if any. No one knew about this until they saw the photos that Riis took. Upton Sinclair took pictures of the slaughter houses and meatpackers. He showed the world how badly their meat was treated before it was shipped to stores. The Meat Inspection Act was passed; this allowed government workers to go to meatpacking buildings and inspect them for cleanliness, sanitation, etc. Along with this act came the Pure Food and Drug Act requiring all foods and bottles to have ingredients listed on them.
http://teachingamericanhistory.org/library/index.asp?document=1299
ReplyDeletehttp://teachingamericanhistory.org/library/index.asp?document=1199
These two primary source documents both have to do with what progressives are and how they affected history. The first document is a letter that Roosevelt sent to Upton Sinclair and the second is Roosevelt’s definition of what a progressive is. In the letter he is talking about Sinclair’s work and at the very end he says that if what he was claiming in his book about the to be true was actually true, he would do everything in his power to make a change. That is illustrating the power that progressives had to influence the government and inspire change. This proven even further by the fact that Roosevelt would take the time to write about progressives and what he thought that they were. Roosevelt defines progressives as people that stand for forward movement, and this encompasses most of the people that were living in his time period.
http://www.math.buffalo.edu/~sww/0history/hwny-niagara-movement.html
ReplyDeletehttp://myloc.gov/Exhibitions/naacp/earlyyears/ExhibitObjects/SilentProtestof1917.aspx
Since the ending of the Civil War, African Americans haven’t gotten the rights of equality even though the constitution legally says so. Even through the trouble of politicians trying to achieve complete equality they have yet to do so, even up towards the Progressive Era. Unlike the Radical Republicans, the Progressives though didn’t have a game plan on AA Rights.
The Niagara Movement started in the early half of the Progressive Era. It lead African Americans to go to the Canadian side of the Niagara Falls. Its motive was to have equal rights given to AA’s that were only available in Canada. The main powerhouses of the Niagara Movement were Du Bois and John Hope. These men were very influential to equal rights leaders down the line, even being called Progressives but for different areas of expertise.
The Silent Movement was from a race riot occurring in East St. Louis in Illinois, two white police officers were killed when fighting with marauders attacked black homes. Dozens were killed from the race riots that popped up. The NAACP, which was organized after the Niagara Movement, protested with thousands of AA men, women, and children, the silent protest was in New York, NY with the simple words, “Justice and Equal Rights.”
Even though this problem wasn’t conquered until the Civil Rights movements in the 60’s, AA rights and equality are still problems in America. Just as these political problem solvers emerged in the US’s government, they wouldn’t dare harm their careers; except the white man by the name of John Hope.
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-muckrake/
ReplyDeletehttp://dl.lib.brown.edu/repository/repoman.php?verb=render&id=1095884840377040&view=multipage
Muckrakers were people in the progressive era that brought problems in society to the surface. In one of the documents it talks about the abuse of alcohol, mostly by men during the late 1800s through the early 1900s. Muckrakers were the reason for the 18th amendment. The main reason for this amendment was to help protect women and children from their husbands and fathers when they would come home from the bar. Most of the men became abusive after drinking. In my second primary source document it is the full speech given by teddy Roosevelt called “The Man with the Muck Rake.” This speech was about how and what muckrakers uncovered about things like the meatpacking industry, tenements, and filth. Muckrakers were very helpful but also had their downside. The passing of the 18th amendment caused an increase in crime and people didn’t stop drinking they just had to do it secret. This amendment led to the formation of speakeasies.
http://womenssufferage1.weebly.com/uploads/2/0/7/3/2073676/7757004.gif?374x417
ReplyDeletehttp://www.londonmet.ac.uk/fms/MRSite/psd/womenslibrary/Source%20notes/FeminismUDC397dignitywm.jpg
Women had very little rights all throughout history. They were heavily discriminated against and were only given certain freedoms. During the late 1800's to the early 1900's women were standing up for their rights. At the time they could not vote and that was something that they fought the stubbornness of men for. Many groups like the National Woman Suffrage Association fought for women's rights in America. This organization fought for women's right to vote, but other groups like the Women's Christian Temperance Union worked to try and ban alcohol in America. Eventually, they recieved suffrage and outlawed alcohol and women slowly became equally to the common man. Today, women are still discriminated against when it comes to their education, jobs, sports and many other things that don't make them seem equal to men. But now, millions o women are working full-time jobs, getting a good education and are given the opportunity for a future that doesn't have to be cooking, cleaning and taking care of children.
http://americainclass.org/progressivism-in-the-factory/
ReplyDeletehttp://www.washoe.k12.nv.us/americanhistory/secondary/lessons/lessons_std07/gamble_t2_files/factory.jpg
During the Progressive Era factories were a big deal. Yes, they mass produced products, but the real focus was on the conditions the people worked in. Not only adults worked back then, children did too. During the Progressive Era people, like muckrakers, worked for reform. Muckrakers were one of the first types of investigative reporters. These progressive reformers worked in the best interest of the people. In the first primary source men are outside of a factory, while in the second, children are at work. Progressives pushed for better working conditions and benefits for workers, and eventually got them.
These two primary sources tie directly into what we just learned. These pictures were taken during the Progressive Era, the time period we just finished learning about. During the Progressive Era, many reforms were made for the people, and some still have repercussions today. People back then fought for half-decent working conditions in factories and similar workplaces. They won, and those conditions are made even better with the developments in technology. The Progressive Era was a vital time period in American history, and if people like muckrakers didn’t do what they did, America would be a different place today.