Gilded Age Project Reflection

     After participating in this project, I gained new knowledge and insights about the time period.  The research I did helped put me into the time period to understand the information from the time of the actual events.  I also learned about the events in more detail, since primary sources show specific aspects of each event whereas the textbook provides a general overview.  I liked the layout of the project and how it was formatted in a way that was logical with the information.  I also really enjoyed participating in a play and I think acting it out and seeing the events happen helped me remember and understand the information more.
     In regards to the project itself, I really enjoyed participating in these groups.  I feel that our group worked very well together and we were able to communicate efficiently.  To be quite honest, this is one of the few projects (the other being the Federalist Era video project) where I actually really loved working in groups.  We did not have many scheduling difficulties and each individual participated an equal amount and finished his/her research or other work by the designated time we assigned.  It was a little bit nerve-wracking knowing that our group would not be meeting until the Sunday before the project was due, but we were able to use our time well and finish everything we intended to.  Although we were up a little late on Sunday night making final adjustments and finishing touches, we all contributed and it wasn't just that "one person up the night before doing all the work".  In regards to meeting time, we were able to establish a time where everyone was able to meet

Gilded Age Project Midway Checkpoint

           At this point in the project, our group has had multiple days in class to begin the project.  Unfortunately, I missed one of those days but I was able to catch up quite easily.  To begin, our group came up with a rough idea for a plot, which included ideas of how to to incorporate all the necessary aspects of the play.  We also began to assign characters.  Once I decided I would be playing a "suffragette" I began to use my knowledge gained from the textbook to find more specific information through primary and secondary sources.  I researched organizations that helped women, which included the National Labour Union and The National American Woman Suffrage Association.  I also researched significant women during this time period, including Elizabeth Cady Stanton and Susan B. Anthony.  Using the information I found through these sources, I was able to write a short scene that integrated the ideas that women often fought for, such as suffrage and temperance.   We will soon be meeting outside of school to finish our script and playbill and have a rehearsal/run through.

Reconstruction Harkness Table Reflection

          After participating in the Harkness Table on the second day, my opinions remained the same.  I enjoyed that I was able to learn more about Reconstruction and broaden my views on the topic, even if I did not necessarily agree with them.  I went into the table set on the idea that Reconstruction was a general failure, and I left with the same idea.  I was introduced to ideas that argued both sides fairly well and I liked hearing different viewpoints.  I thought that the discussion on the second day began smoothly and then became a little choppy when we went off on tangents.  Towards the middle and end, there was a lack of sources and support for some points being made.  Personally, I found it frustrating that I had to argue a side that I did not believe, which caused me to switch sides often.  I wish I had used more support for ideas, to make points stronger.  Overall, I enjoyed the discussion and I loved hearing the opinions of classmates.
          In regards to the conversation itself, I think it was a great idea that we started by defining success and establishing that there are different degrees of success.  Also, I like that we began the conversation by establishing the goals of Reconstruction.  It was great that we were able to discuss the affects of Reconstruction from different points in time in order to determine the short term and long term effects.  Lastly, I enjoyed discussing topics of Reconstruction that did not surround slavery and freedmen, like the idea of the nation's economic failure and political separation.
          I feel that I should have allowed others to participate more and get their points in before speaking again.  I also wish I had used more sources to back up my ideas.  In addition, I feel that I should have stuck to discussing ideas that could have been supported by primary sources (the intent behind the south compromising and re-entering the union).  I kind of wish we had a little bit more time to continue the conversation and expand on our ideas through primary sources.

The Journey West

Letter written by Chris, Ritvik and Tiffany from the viewpoint of a husband travelling westward with his family, along with an image of life on the road.

Andrew Jackson Debate Reflection

After participating in the Andrew Jackson debate regarding the Indian Removal, I acquired new knowledge regarding the event itself, as well as the process of a debate.  Firstly, I reinforced my skills in being able to find relevant, supportive primary sources.  It was a bit difficult to find sources that supported the question and Jackson’s motives, rather than the results of the removal and the people it hurt or the constitutionality.  Overall, I enjoyed the in-class debate portion.  It was great having the opportunity to see classmates being passionate about the topic and defending their position with opinion as well as sources.  I think the yes side had a strong argument and I was impressed by how well they were able to support their side, even though they did not necessarily agree with it.

            In regards to the 21^st century competencies, I think the most important competencies included self-directedness and being a collaborative team member.  Also, it was necessary to be an effective communicator and an information literate researcher, prior to entering the debate.  In order to successfully support an argument, each group member needed to be prepared with primary sources and quotes or images.  Also, it was necessary that we all contributed in the small group discussion so we would all be aware of the key pieces of information we had all gathered.  In addition, I found that throughout the process of preparation, I was very self-directed.  Not having specific boundaries or guidelines set by members of the group for types of sources to find, I had to determine this myself as well as know how much of each to have and what would be useful.  Lastly, it was imperative that each group member was a collaborative team member.  During the short amount time allotted in the beginning of class and before the conclusion, we all had to quickly and effectively share our thoughts and ideas that we had gathered.  We had to work together in order to form our opening statements and decide what points would be included in the introduction, the active debate and the conclusion.  Each team member contributed his or her thoughts on what would be the strongest idea allowing us to be able to form a compromise to create a solid plan.  During the debate, we had to work as one team with one opinion in order to succeed in defending our side.

Chapter Eight Debate Reflection

            As I began researching points for the three statements, I had an idea of which side I agreed with based on my previous knowledge.  Due to this prior information, coming up with points was not incredibly challenging, whereas finding primary sources to backup my opinions was.  The most difficult aspect of the research was being able to defend the viewpoint I did not personally agree with.  However, I appreciate having the opportunity to look at different sides and expand my knowledge through different points of view.  I also found it difficult to relate previous events to current ideas, but I appreciate the challenge to draw connections.

            During class, I loved being able to listen to the other debates and hearing the ideas of my classmates.  By working in partners and observing other groups, I learned their viewpoints and saw connections I did not initially realize.  Also, I thought it was interesting being able to watch people argue against a statement they did not particularly agree with.  I was impressed by how well they were able to come up with and defend their points.  Also I was surprised by the rebuttal, since I was expecting most groups to rely on pre-prepared points but they were able to really listen to the other group, internalize the information and make a connection that would support their point.  I really enjoyed the debate process and I look forward to doing another one!

Letter to the Editor

December 19^th 1873

To The Editor:

After being exposed for stealing $75-$200 million from the government and being found guilty of graft and fraudulent elections, William Marcy “Boss” Tweed continues to deceive those around him as the number of his political machines continues to increase.  He condescendingly states, “I don't care a straw for your newspaper articles, my constituents don't know how to read, but they can't help seeing them damned pictures.”  In Tammany Hall, men such as George Washington Plunkitt rose from poverty to fortune by working for “Boss Tweed” as a political machine and trading his political position for inside information.

            Primarily, Tweed is known for bribing the people by providing them with necessary life resources in return votes.  He declares, “I don't care who does the electing, so long as I get to do the nominating.”  Tweed claims that his business is a part of “good politics” and is not fraud but simply helping those in need.  Beside him, Plunkitt states that there is a “distinction between honest graft and dishonest graft. There’s all the difference in the world between the two. Yes, many of our men have grown rich in politics. I have myself. I’ve made a big fortune out of the game, and I’m gettin’ richer every day, but I’ve not gone in for dishonest graft—blackmailin' gamblers, saloonkeepers, disorderly people, etc.—and neither has any of the men who have made big fortunes in politics.” 

Although they arguably help desperate voters, the Tweed Ring practically controls New York City, scheming their way into government, while seizing control of the legislature and the ballots.

Samantha Tilden