Case Study 5!!!! The Final Project!! SLEEP!!!

Hello every one, in this case study, I would like to do some info for my favorite activity. SLEEP!!

I believed that sleep is the greatest activity in the world I've ever done, people spend 1/3 of their life on bed, why should we spend so much time on it? Is it good for us? What if we don't sleep?

All these question will all answered in my amazing portfolio, let us begin!

Info graphic

I found some graph from other website which I think is pretty helpful. I think these map he made will make you learn more about Sleep.

http://www.mymodernmet.com/profiles/blogs/infographic-sleep-is-awesome

Here comes the graphic looks like

It's pretty interesting to know that if you sleep less than 7 hours per night, the more probability you will get heart disease. If you didn't sleep for more than 7 hours, I recommend you to go sleep now. You may want to get away from problems, and stay healthy.

This graphic also give us the percentage of people's hours of sleep, sleep quality with age, compare with different people. If you are afraid of this, there is a method to solve, look at the bottom of the picture, " A single night of sleep can more than double our ability to come up with novel solutions to difficult problems." It does teach you how to solved the problem. 

Which country do you think spend shortest time for sleep? New York? No! It's Japan, Tokyo. It's a convenience city, but people work for company's average time for sleep is 6 hours!! Can you Imagined that?! This means people who lived in Japan, Tokyo have a high probability to get a heart disease. Remember to concern your time for sleep.

Sleep Requirements by Age

Newborns (0-2 months old)	12-18 hours
Infants (3-11 months old)	14-15 Hours
Toddlers (1-3 years old)l	12-14 Hours
Pre-schoolers (3-5 years old)	11-13 Hours
School-aged Children (5-10 years old)	10-11 Hours
Teens (11-17 years old)	8-9 Hours
Adults	7-9 Hours

Japanese should really take care of their health, 6 hours is VERY bad for your health. 

Sleeping Position

Scientists believed that sleeping position will provide an important clue about the kind of person they are.

which kind of position are you??

Newspaper Article

People spend one third of their life on their bed, does it worth to spend this much of time?

Of course it worth! 

Most people in the world doesn't seems so care about sleep, they don't know how important sleep was. According to the Division of Sleep Medicine at Harvard Medical School, your body manages and requires sleep in much the same way that it regulates the needed for eating, drinking, and breathing. Research has been done on the effects of sleep. These studies have consistently shown that sleep plays a important role in promoting physical health and emotional well-being. 

The explains why after a relax sleep you will feel better, your thought are more clear. Without adequate sleep, judgment, mood, and ability to learn and retain information are weakened.

Benefits:

Sleep helps to repair your body. 
Your body produces extra protein molecules while you're sleeping that helps strengthen your ability to fight infection and stay healthy. These molecules help your immune system mend your body at a cellular level when you are stressed or have been exposed to compromising elements such as pollutants and infectious bacteria.


Sleep helps keep your heart healthy. 
Your cardiovascular system is constantly under pressure and sleep helps to reduce the levels of stress and inflammation in your body. High levels of "inflammatory markers" are linked to heart disease and strokes. Sleep can also help keep blood pressure and cholesterol levels (which play a role in heart disease) in check.


Sleep reduces stress. 
A good night's sleep can help lower blood pressure and elevated levels of stress hormones, which are a natural result of today's fast paced lifestyle. High blood pressure can be life threatening and the physical effects of stress can produce "'wear and tear" on your body and degenerate cells, which propel the aging process. Sleep helps to slow these effects and encourages a state of relaxation.


Sleep improves your memory. 
That 'foggy' feeling that you struggle with when deprived of sleep makes it difficult to concentrate. This often leads to memory problems with facts, faces, lessons, or even conversations. Sleeping well eliminates these difficulties because, as you sleep, your brain is busy organizing and correlating memories.


Sleep helps control body weight issues. 
Sleep helps regulate the hormones that affect and control your appetite. Studies have shown that when your body is deprived of sleep, the normal hormone balances are interrupted and your appetite increases. Unfortunately this increase in appetite doesn't lead to a craving for fruits and veggies. Rather, your body longs for foods high in calories, fats, and carbohydrates.

Sleep reduces your chances of diabetes

Researchers have shown that lack of sleep may lead to type 2 diabetes by affecting how your body processes glucose, which is the carbohydrate your cells use for fuel.

The Division of Sleep Medicine at Harvard Medical School reports that a study showed a healthy group of people who had reduced their sleep from eight to four hours per night processed glucose more slowly. Other research initiatives have revealed that adults who usually sleep less than five hours per night have a greatly increased risk of developing diabetes.

Sleep reduces the occurrence of mood disorders.

With insufficient sleep during the night, many people become agitated or moody the following day. Yet, when limited sleep becomes a chronic issue, studies have shown it can lead to long-term mood disorders such as depression or anxiety.

The benefits of sleep are extensive and can make a difference in your quality of life, as well as the length of your life. Therefore, it is vital to place a priority on getting ample, consistent sleep. 

Local Problems

"In Shanghai, people simply seem to go to sleep earlier. Everyone in all the cities gets up around the same time in the mornings, between 6:30 and 7:00, In Tokyo, on top of the long days, people seem to do things after they get home as well, like playing computer games. They don't sleep until after midnight."

In recent years, electronic device are improving, computer, phone, television, and mp3 become the daily object of human beings. These device decrease human beings time for sleep, people lived in Tokyo who work for company use electrical device to relax their stress. 

This is a big problem for the most convenience city in Japan, because people should sleep full 8 hours, or they will hurt their health. 
In my opinion, Japan should improve this part of problems, or they will face a high risk. Fortunately, Japan has a good medical device, they can make the chances of having diseases lower.
Also, people who often liked to talk on phone before sleeping will easier got cancer. people who drink water before sleep will become chubby. 
Documentary
rfrf

Case Study 4 : Eyes on Africa

Eyes on Africa


This is my Eyes on Africa project

Prezi

http://prezi.com/7yevte4o5r_u/eyes-on-africa/

Hope you enjoy it :)!

Hotel Rwanda

Plot
"Hotel Rwanda" is mainly about 2 group, Tutsi and Hutu's conflict. In this movie, Paul ( Main Character) is a Hutu, he is trying to save his family, because they are Tutsi. The reason Hutu kills Tutsi is they think Tutsi is cockroach, and it bothers them a lot. The conflict between Hutu and Tutsi shows how anger Huhu were.

Hutu 
The Hutu are the largest of the three ethnic groups in Burundi and Rwanda, they have 84% of people in Rwanda, and 85% of people in Burundi. That's not a small amount, even they have this kind of huge group. They still were not respected from upper-class Tutsi. In Hotel Rwanda, they even got killed by Tutsi.

Tutsi
Tutsi, which group was killed by Hutu. Tutsi's most powerful period is when the Belgians come and assist Tutsi became a powerful group.Those people who had lots of money and power were being respected in Tutsi group. In the other hand, Hutu was not respected from those upper-class Tutsi. 

Time Line
In 1300s, Tutsi migrate into Rwanda which Twa and Hutu lived


1600s, Ruganzu Ndori (Tutsi King) conquer the central Rwanda.


1858s, which is not really important, a British explorer Hanning Speke is the first European visit the area.


1890s, Rwanda became a part of German East Africa.


1916s, Belgian comes and occupy Rwanda


1957s, Hutus issue manifesto calling for a change in Rwanda's power structue to gave them a voice 
commensurate with their numbers. Hutu political parties formed.


1959s, Tutsi King Kigeri V, together with tens of thousands of Tutsis, exile in Uganda.


1961s, Rwanda proclaimed a republic.


1962s, Rwanda becomes independent with a Hutu, Gregoire Kayibanda, as president, a lots of Tutsis leave the country.


1973s, President Gregoire Kayibanda ousted in military coup led by Juvenal Habyarimana.


1988s, Some 50,000 Hutu refugees flee to Rwanda from Burundi following ethnic violence there.

A picture for the detailed timeline.




Compare and Contrast
Hutu is a group which had a lot of powerful people, and they were strong when the Belgians comes, before that, they were not that powerful, the most powerful group was Hutu. In Rwanda, Hutu kills a lot of Tutsi. 

Response of Peter Lee's portfolio
http://19thcenturyhumanities.blogspot.com/
This is Peter's portfolio

http://prezi.com/ewehodtjbfxx/eyes-on-africa-animals-in-africa/
Peter's presentation

His presentation inspire me, and also make me easily know a lot of Africa's information, also make me feel very fresh about knowing these tribes. Although, you can look at his portfolio, it's wonderful, there are also a lot of amazing photos, but it's not very good for children. In his presentation, he use a humor way to talk. I think he is the best presenter.

Compare and Contrast Capitalism and Socialism in 19th Century

First Draft

First of all, I would like to explain what is Capitalism and Socialism. These two words are totally different. Capitalism, which means an economic system that emphasizes private ownership of the mean of production or a privately controlled economic. Socialism, which is the opposite of capitalism. This system provide people products or lands equally.

Think about it, if you born in a country that use Capitalism to be their system, what kind of environment will you born. You may born in a rich family, your father might be a boss of the company, you can also born in a poor family, which gave you not enough resources. This kind of countries truly exist. I lived in Taiwan, Taiwan is also a country that using Capitalism to be our system.

If you born in a country that use Socialism to be their system, well, this is a little bit like China's Communism. This is mainly about people should be equal, we shouldn't have our own property, we should give our business to government control. In my opinion, this is a little bit unfair, those people who earn money hardly can't have their own property, they can only have a little bit more than poor people.


Although, I hope I was born in a country which use Capitalism to be their system, because you have chance to change your life in a short time, you can build a new company, make some money, or you can work in bank, school, station or company, what ever you want to work with. You can live safe unless you lost all your money.

Case Study#3

The Breaking News of The French Revolution
This is made by my teammate Herbert, Peter, and I. This is about all things happened in French Revolution.
http://prezi.com/7icydoo9eqyj/the-french-times/
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The details of French Revolution
http://www.youtube.com/watch?v=QxdqZ7MAYPw&feature=related
Here is an video takes you 4 minutes to understand the theme of the French Revolution, watch this in 4 minutes and had a basic knowledge of French Revolution
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Ted Video
http://www.ted.com/talks/lang/eng/dan_pink_on_motivation.html
A Ted video talking about different experiment on different people, what is their thinking, and this is a interesting experiment that I couldn't stop watching it.
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Karl Marx

Karl Heinrich Marx  was a German philosopher, political economist, historian, political theorist, sociologist, andcommunist revolutionary, whose ideas played a significant role in the development of modern communism and socialism. Marx summarized his approach in the first line of chapter one of The Communist Manifesto, published in 1848: "The history of all hitherto existing society is the history ofclass struggles." Marx argued that capitalism, like previous socioeconomic systems, would inevitably produce internal tensions which would lead to its destruction. Just as capitalism replaced feudalism, he believed socialism would, in its turn, replace capitalism, and lead to a stateless, classless society called pure communism. This would emerge after a transitional period called the "dictatorship of the proletariat": a period sometimes referred to as the "workers state" or "workers' democracy". In section one of The Communist Manifesto Marx describes feudalism, capitalism, and the role internal social contradictions play in the historical process:

We see then: the means of production and of exchange, on whose foundation the bourgeoisie built itself up, were generated in feudal society. At a certain stage in the development of these means of production and of exchange, the conditions under which feudal society produced and exchanged ... the feudal relations of property became no longer compatible with the already developed productive forces; they became so many fetters. They had to be burst asunder; they were burst asunder. Into their place stepped free competition, accompanied by a social and political constitution adapted in it, and the economic and political sway of the bourgeois class. A similar movement is going on before our own eyes ... The productive forces at the disposal of society no longer tend to further the development of the conditions of bourgeois property; on the contrary, they have become too powerful for these conditions, by which they are fettered, and so soon as they overcome these fetters, they bring order into the whole of bourgeois society, endanger the existence of bourgeois property.

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Friedrich Engels

Friedrich Engels was a German Humanitarian Philanthropist, social scientist, author, political theorist, philosopher, and father of communist theory, alongside Karl Marx. In 1845 he published The Condition of the Working Class in England, based on personal observations and research. In 1848 he produced with Marx The Communist Manifesto and later he supported Marx financially to do research and write Das Kapital. After Marx' death Engels edited the second and third volumes.

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Thomas Malthus

The Reverend Thomas Robert Malthus FRS was a British scholar, influential in political economy anddemography. Malthus popularised the economic theory of rent.

Malthus has become widely known for his theories concerning population and its increase or decrease in response to various factors. The six editions of his An Essay on the Principle of Population, published from 1798 to 1826, observed that sooner or later population gets checked by famine and disease. He wrote in opposition to the popular view in 18th-century Europe that saw society as improving and in principle as perfectible. William Godwin and theMarquis de Condorcet, for example, believed in the possibility of almost limitless improvement of society. So, in a more complex way, did Jean-Jacques Rousseau, whose notions centered on the goodness of man and the liberty of citizens bound only by the social contract - a form of popular sovereignty.

Malthus thought that the dangers of population growth would preclude endless progress towards a utopian society: "The power of population is indefinitely greater than the power in the earth to produce subsistence for man". As an Anglican clergyman, Malthus saw this situation as divinely imposed to teach virtuous behaviour. Believing that one could not change human nature, Malthus wrote:

"Must it not then be acknowledged by an attentive examiner of the histories of mankind, that in every age and in every State in which man has existed, or does now exist

That the increase of population is necessarily limited by the means of subsistence,

That population does invariably increase when the means of subsistence increase, and,

That the superior power of population is repressed, and the actual population kept equal to the means of subsistence, by misery and vice."

#Case Study 2

#Case Study 2

Artifact 1:The American Dream Travel Co

  Statue of Liberty, Concert at Carnegie Hall - New York, New York

•  In 1876, France gave America Statue of Liberty as a gift to celebrate them independent for 100 years. Statue of Liberty is located in Liberty Island. This gift is made by a guy called Frédéric Auguste Bartholdi. This spend he 10 years to made. Statue of Liberty is not only a simple sculpture, there is a book on her hand. The words on the book is July IV M DCCL XXVI. This book is Declaration of Independence. There are a lots of detail in the sculpture, it's a amazing work.

  Coney Island

• Coney Island is a peninsula, in southernmost Brooklyn, New York City, USA, with a beach on the Atlantic Ocean. The neighborhood of the same name is a community of 60,000 people in the western part of the peninsula, with Seagate to its west; Brighton Beach and Manhattan Beach to its east; and Gravesend to the north.

  Silver Springs

• History-Since at least the mid 19th century, the natural beauty of Silver Springs has attracted visitors from around the country. Glass bottom boat tours of the springs began in the late 1870s. In the 1920s, Carl Ray and W.M. Davidson made the land around the headwaters of the Spring into something resembling the attraction that is there today, now known as the Silver Springs Nature Theme Park.

Artifact 3: Google Earth Tour- Mapping Leuis and Clark's Expedition
http://www.mediafire.com/?leq91hwtq5vjtb3
Artifact 4: Gapminder

Children per woman VS Income per person

The fertility is keep decreasing each year, sometimes it increase, but not a lot, however, it's average is 3 by the end of 19th century. The in come of per person keep increase. From 1800- 1840, the data didn't change at all, but after that, the income increase, and then go straight, then increase again. These two are opposite, one is increase and another is decrease.
Income per person VS Life expectancy
The graph shows us the change of income and life expectancy. The life expectancy form a very difficult line, it's complicated. look at the line, it's up down. Again, income is still increasing, their income became more and more. It's not difficult as life expectancy.
Children per woman VS CO2 emissions
This graph shows us the data of children is going down forward. On the other hand, the CO2 emissions went up forward, 1820~1900 is the time child get lesser, I think during this time people are afraid their number of people will get lesser. 
Artifact 5: Primary Scource Evaluation OPVL

The California Gold Rush, 1849

     Sheldon went to West America, California, collect gold. This is a letter for his family, and he is writing this letter on the boat. He said the place with gold are lots of diseases, and people got sick at there. In the end, he died at their.

     Sheldon is a person that wants a brand new life. So he wants to collect gold from other place, not only the diseases, also Typhoon. The place were lots of people, and also lots of people died. but this doesn't change Sheldon's mind, he still work hard try to have a good family.

    In my opinion, This is not a good way to earn money, this might broke family, and cause people die. In true life, workers work hard to build buildings, they wants a better life, but this kind of job is dangerous, some times when I wan watching the news, I saw that workers died by accident. And their family cried very hard. Every time I saw this kind of news I'll try to change a channel. So I hope people can try to use other way to make money. 

Artifact 6: Idea Page

Artifact 7 : Google Sketch up


http://www.mediafire.com/?7a1aszcg7f2qm63


Artifact 8 : Time line of Leuis and Clark's Journey

1804

• May 14 – The Corps of Discovery departs from Camp Dubois at 4 P.M., marking the beginning of the voyage to the Pacific coast.
• May 16 – The Corps of Discovery arrives at St. Charles, Missouri.
• May 21 – Departure from St. Charles at 3:30pm.
• May 24 – Pass Boones Settlement. Home of famous woodsman L.Willenborg.
• May 25 – The expedition passes the small village of La Charrette on the Missouri River. Charles Floyd writes in his journal that this is "the last settlement of whites on this river."
• June 1 – The expedition reaches the Osage River.
• June 12 – Lewis and Clark meet 3 trappers in two pirogues. One of the men was Pierre Dorion-who knew George Rogers Clark. Lewis and Clark persuaded Dorion to return to Sioux camp to act as interpreter.
• June 26 – The expedition arrives at Kaw Point where the Kansas River drains into the Missouri River basin.
• June 28-29 – First trial in new territory. Pvt. John Collins was on guard duty and broke into the supplies and got drunk. Collins invited Pvt. Hugh Hall to drink also. Collins received 100 lashes, Hall received 50 lashes.
• July 4 – Marking Independence Day, the expedition names Independence Creek located near Atchison, Kansas.
• July 11-12 – Second trial in new territory. Pvt. Alexander Hamilton Willard was on guard duty. Charges were lying down and sleeping at his post whilst a sentinel. Punishable by death. He received 100 lashes for four straight days.
• July 21 – Reached the Platte River-640 miles from St Louis. Entering Sioux Territory.
• August 1 – Captain William Clark's 34th birthday.
• August 3 – The Corps of Discovery hold the first official council between representatives of the United States and the Oto and Missouri Indians at Council Bluffs, Iowa. They hand out peace medals, 15-star flags and other gifts, parade men and show off technology.
• August 4 – Moses Reed said he was returning to a previous camp to retrieve a knife but he was actually returning to St. Louis (deserting).
• August 18 – George Drouillard returns to camp with Reed and Otos' Chief Little Thief. Reed is sentenced to run the gauntlet (approximately 500 lashes) and is discharged from the permanent party.
• August 18 – Captain Meriwether Lewis's 30th birthday.
• August 20 – Sergeant Charles Floyd dies. He dies from Bilious Chorlick (ruptured appendix) He is the only member lost during the expedition.
• August 23 – Pvt. Joseph Field kills first bison.
• August 26 - Pvt. Patrick Gass is elected to Sergeant. First election in new territory west of Mississippi River. George Shannon is selected to get the horses back from Indians.
• August 30 – A friendly council with the Yankton Sioux held. According to a legend, Lewis wraps a newborn baby in a United States flag and declares him "an American."
• September 7 – The expedition drives a prairie dog out of its den (by pouring water into it) to send back to Jefferson.
• September 14 – Hunters killed and described prairie goat (antelope).
• September 25-29 – A band of Lakota Sioux demand one of the boats as a toll for moving further upriver. Met with Teton Sioux. Close order drill, air gun demo, gifts of medals, military coat, hats, tobacco. Hard to communicate language problems. Invited chiefs on board keelboat, gave each 1/2 glass whiskey, acted drunk wanted more. Two armed confrontations with Sioux. Some of the chiefs slept on boat, moved up river to another village, met in lodge, held scalp dance.
• October 8-11 – Passed Grand River home of the Arikara Indians 2,000+. Joseph Gravelins trader, lived with Arikara for 13 yrs. Pierre Antoine Tabeau lived in another village was from Quebec.
• October 13 – Pvt. John Newman tried for insubordination (who was prompted by Reed) and received 75 lashes. Newman was discarded from the permanent party.
• October 24 – Met their first Mandan Chief, Big White. Joseph Gravelins acted as interpreter.
• October 24 – Expedition reaches the earth-log villages of the Mandans and the Hidatsas. The captains decide to build Fort Mandan across the river from the main village.
• October 26 – Rene Jessaume lived with Mandan for More than 10 years, hired as Mandan interpreter. Hugh McCracken a trader with the North West Company. Francois-Antoine Larocque, Charles MacKenzie also visited L&C.
• November-December – Constructed Fort Mandan.
• November 2 –Hired Baptiste La Page to replace Newman.
• November 4 – The captains meet Toussaint Charbonneau, a French-Canadian fur trapper living among the Hidatsas with his two Shoshone wives, Sacajawea and Little Otter.
• December 24 – Fort Mandan is considered complete. Expedition moves in for the winter.

Artifact 9: Time line 2

1805

• January 1 – The Corps of Discovery celebrates the New Year by "Two discharges of cannon and Musick-a fiddle, tambereen and a sounden horn."
• February 9 – Thomas Howard scaled the fort wall and an Indian followed his example. "Setting a pernicious example to the savages" 50 lashes-only trial at Fort Mandan and last on expedition. Lashes remitted by Lewis.
• February 11 – Sacajawea gives birth to Jean Baptiste Charbonneau, the youngest member of the expedition. Jean Baptiste is nicknamed "Pomp" by Clark. Lewis aided in the delivery of Sacajawea's baby, used rattle of rattlesnake to aid delivery.(Jessaume's idea).
• April 7 to April 25 – Fort Mandan to Yellowstone River.
• April 7 – The permanent party of the Corps of Discovery leaves Fort Mandan. The keelboat is sent down river. Left Fort Mandan in 6 canoes and 2 pirogues. Thomas Howard received a letter from his wife Natalia.
• April 25 – Reached Yellowstone River Roche Jaune-sent Joseph Field up river to find yellowstoner-saw Big Horn Sheep and brought back horns. Lewis searched area thought it would be a good area for fort. Future forts were built, Fort Union and Fort Buford.
• May 14 – A sudden storm tips a pirogue (boat) and many items, such as supplies and the Corps' journals, spill over into the river. Sacagawea calmly recovers most of the items; Clark later credits her with quick thinking.
• April 25 to June 3 – Yellowstone River to Marias River.
• April 27 – Entered present day state of Montana.
• May 5 – Lewis and a hunter killed first grizzly bear.
• May 8 – Milk river. Called because of its milky white appearance. Natives called it "a river which scolds all others".
• June 3 to June 20 – Marias River to the Great Falls.
• June 3 – The mouth of the Marias River is reached. Camp Deposit is established. Cached blacksmith bellows and tools, bear skins, axes, auger, files, 2 kegs of parched corn, 2 kegs of pork, a keg of salt, chisels, tin cups, two rifles, beaver traps. 24 lb of powder in lead kegs in separate caches. Hid red pirogue. Indians did not tell them of this river. Unable to immediately determine which river is the Missouri, a scouting party is sent to explore each branch, North fork (Marias), South fork (Missouri). Sgt. Gass and 2 others go up south fork. Sgt. Pryor and 2 others go up north fork. Can't decide which river is Missouri. Clark, Gass, Shannon, York and Fields brothers go up south fork. Lewis, Drouillard, Shields, Windsor Pryor, Cruzatte, Lepage go up north fork. Most men in expedition believe north fork is the Missouri. Lewis and Clark believe south fork is Missouri and followed that fork.
• June 13 – Scouting ahead of the expedition, Lewis and four companions sight the Great Falls of the Missouri River, confirming that they were heading in the right direction. Lewis writes when he discovers the Great Falls of the Missouri. "When my ears were saluted with the agreeable sound of a fall of water and advancing a little further I saw the spray arrise above the plain like a column of smoke.....began to make a roaring too tremendous to be mistaken for any cause short of the great falls of the Missouri."
• June 14 – Lewis takes off on an exploratory walk of the north side of the river. Lewis shoots a bison. While he is watching the bison die, a grizzly bear sneaks up on him and chases him into river.
• June 21 to July 2 – A portage of boats and equipment is made around the falls.
• June 27 – cached- desk, books, specimens of plants and minerals, 2 kegs of pork, 1/2 keg of flour, 2 blunderbusses, 1/2 keg of fixed ammo.,and other small articles.
• June – 18.4 miles Clark surveyed route. Clark was the first white man to see falls from south side of river. As Clark was surveying route he discovered a giant fountain (Giant Springs).
• June 22 to July 9 – Construction of iron framed boat used to replace pirogues. It was floated on July 9 but leaked after a rain storm. The boat failed and was dismantled and cached July 10.
• July 10 to July 15 - Established canoe camp to construct 2 new dugout canoes to replace failed iron frame boat.
• July 15 to August 8 - Great Falls to the Shoshone Indians. Left canoe camp with 8 vessels traveled through the Gates of the Mountains, to the Three Forks (the 3 rivers that make up the Missouri River, The Jefferson River, The Gallatin River and the Madison River). The expedition is 2464.4 miles from mouth of the Missouri River. They pass Beaverhead Rock.

#Case Study 1

Case Study#1

Artifact 1: Primary source- Children Labour in cotton factories


Who created it?
Robert Southey wrote this based on his conversation with a Manchester factory manager.

Who is the author?
Robert Southey

When was it created?
1807

When was it published?
This article is an excert from the book Letters from England, which was published in 1807. It was again published online 13 April 2010.

Where was it published?
England

Who is publishing it?
Robert Southey

Is there anything we know about the author that is pertinent to our evaluation?
He is a very prolific writer who wrote many kinds of writings. He was involved in politic and was a social reformer. He was very out spoken about child labour, factories condition, and universal education.

Why does this document exist?
The author thought the child labour is important, and the letter tells us some details about the working condition for children in the cotton factories.

Why did the author create this piece of work? What is the intent?
The author wants to tell us that child labor is not good, so that people will want to do something about the problem. He want it to educate the british people about how terrible the child labour was.

Why did the author choose this particular format?
He wants to show us how the people in Manchester think that child labor is good. By using conversation with direct quotes from the Manchester gentalmen, it validates what the author is trying to say and make it truthful.

Who is the intended audience?
Who was the author thinking would receive this? People who can change the laws and people who can read. He wanted to spread the word to as many people as possible, so that more people would know how bad child labour was and would want to change it.

What does the document “say”?
People who think child labor is good are not evil, they are tricked.

Can it tell you more than is on the surface?
Child labor is bad, but people need money, so that is why families give their children up. The author use phrases that tell the reader that the situation is much worse than it seems, by comparing it to conditions in hell, and by suggesting that many children get sick and die while working there.

What can we tell about the author from the piece?
He wants to save children from the factories. He also might be an important and wealthey person because the factory manager is so eager to show him the factory and to impress him.

What can we tell about the time period from the piece?
It's using child to work in factories. This circumstances is because people are too poor, they need money.

Under what circumstances was the piece created and how does the piece reflect those
circumstances?
The letter he wrote to his friend is based of a his conversation with the factory manager. Therefore, we see in the piece that the two man act friendly and polite toward each other. Since Robert Southey is the guest of the Manchester gantleman, he is careful to not say anything too critical himself.

What can we tell about any controversies from the piece?
People use children to work, the author is totally disagree. On one side, people support child labor because children can help their parents earn money.On the other side, the author thinks children have to be in school.He thinks the work could hurt them and make them sick, and that they might be mistreated.

Does the author represent a particular ‘side’ of a controversy or event?
Yes.

What can we tell about the author’s perspectives from the piece?
He wants to help them, but did not know how. So he wrote " here Commerce is the Queen witch, and I had no talisman strong enough to disenchant those who were daily drinking of the golden cup of her charms". He was worried that the kids would not be getting education, that they might be getting sick from all of the works and that they might be mistreated. Even though he compared them working to a scene from Dante Inferno, he thought it will be useless to argue with the manager


What was going on in history at the time the piece was created and how does this piece
accurately reflect it?
In that time, people are poor, they use some ways to earn money, their mind are controlled. This is Industrial Revolution so there were really bad working conditions, lots of polution, and lots of dieases. This is reflected when the author talk about many people died in consumption.

What part of the story can we NOT tell from this document?
We cannot tell what the children thought, we know what manager and the author thought about the condition, but we know nothing about how the children thought about working in the factories.

How could we verify the content of the piece?
It's a Primary source. We can also compare it to other primary sources of the time.

Does this piece inaccurately reflect anything about the time period?
It is hard to tell, because everything written about is the opinion of one of the two gentlemen, there are no hard facts used. What we see is a lot of optomism on the part of the elite class (factory manager) and not as much of the actual suffering of the kids working. 

What does the author leave out and why does he/she leave it out (if you know)?
The author left out the name of the man who was talking to him and the name of the factory. The author has to hide his name, or else, other people might do something bad to him.

What is purposely not addressed?
The named of the man, the author try to protect the man.  Also, the author is careful to not directly criticize the factory manager, instead saying that he, "was a man of humane and kindly nature, who would not himself use any thing cruelly."  The author wants to show the evils of child labour without offending too many people.


Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        OPVL, Child labor

    b) Which other main topics does it also relate to?

        Factory

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand that what did Luddites did, and they are coming out after French War.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I work hard on these question. 

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 3

    b) Impact on your level of happiness/enjoyment 3

    c) Impact on your learning  4

    d) Level of creativity and originality 2 

6. Any additional comments.

    None.

Artifact 2: Idea Pages

These are my wonderful Idea pages!!

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Luddites, OPVL

    b) Which other main topics does it also relate to?

        Luddites' events

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand that what did Luddites did, and they are coming out after French War.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I work hard on my idea pages. 

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 1

    c) Impact on your learning  2

    d) Level of creativity and originality 1 

6. Any additional comments.

    None.

Artifact 3: The Luddites
        After the end of the French Wars, the Luddites during 1911-1816 try to save their livelihoods by destroying machine in factories. Factories steal their jobs, they have to destroy it. Luddites were appear in Yorkshire, Nottinghamshire, Leicestershire and Derbyshire. There are three reasons in 1812 the government probably had reason to be fearful:

         A large part of the army was overseas, mainly in the Peninsular with Wellington;The country was fighting with French and the Americans. In 1760, England was experiencing the bad trade depression and people were having grate hardship. As evidenced by the Sheffield riots of 1812.

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        French Wars

    b) Which other main topics does it also relate to?

        Luddites

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I learn more about the Luddites. 

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I work hard on this artifact.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment o

    c) Impact on your learning  1

    d) Level of creativity and originality 1 

6. Any additional comments.

    None.

Artifact 4: The famous woman in England

Queen Victoria
Queen Victoria (Alexandrina Victoria; 24 May 1819 – 22 January 1901) is being queen for over 60 years, and in that time had to get along with many man politicians. Queen Victoria is married with her cousin, she has 4 son and 5 daughter.  

1835	Victoria's British Prime Ministers Lord Melbourne
1841	Sir Robert Peel
1846	Lord John Russell
1852	Lord Derby
1852	Lord Aberdeen
1855	Lord Palmerston
1858	Derby
1859	Palmerston
1865	Russell
1866	Derby
1868	Benjamin Disraeli
1868	William Ewart Gladstone
1874	Disraeli
1880	Gladstone
1885	Lord Salisbury
1886	Gladstone
1886	Salisbury
1892	Gladstone
1894	Lord Rosebery
1895	Salisbury

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        The famous woman

    b) Which other main topics does it also relate to?

        Queen

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose, but Queen Victoria is also famous, so I choose her.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I know that Queen Victoria is a very hardworking woman.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I did lots of research of Queen Victoria.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 1

    c) Impact on your learning  0

    d) Level of creativity and originality 0 

6. Any additional comments.

    None.

Artifact 5: Google Earth

http://www.mediafire.com/?uvzzdnb3wekfhur


Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Building

    b) Which other main topics does it also relate to?

        Style of the house

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand that what did Luddites did, and they are coming out after French War.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I work hard on this artifact. 

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment0

    c) Impact on your learning  -1

    d) Level of creativity and originality 0

6. Any additional comments.

    None.

Artifact 6: My art work

My amazing art work!!!

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Fashion

    b) Which other main topics does it also relate to?

        Women

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand that what did women wear in 19th century.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        No, I think I can did better on this drawing.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  -1

    d) Level of creativity and originality 0

6. Any additional comments.

    None.

Artifact 7: Influential British Artists, Poets, Writers, Musicians


Writter: Sir Arthur Conan Doyle


The famous book written by Sir Arthur Conan Doyle -The Hound of The Baskerville

Origins

    Sir Arthur Conan Doyle wrote this story shortly after returning to his home Undershaw from South Africa, where he had worked as a volunteer physician at the Langman Field Hospital in Bloemfontein. He was assisted with the plot by a 30-year-old Daily Express journalist called Bertram Fletcher Robinson (1870-1907). His ideas came from the legend of Richard Cabell, who was the inspiration of the Baskerville legend. His tomb can be seen in the Devon town of Buckfastleigh. Squire Richard Cabell lived during the 17th century and was the local squire at Buckfastleigh. He had a passion for hunting and was what in those days was described as a 'monstrously evil man'. He gained this reputation for, amongst other things, immorality and having sold his soul to theDevil. There was also a rumour that he had murdered his wife. On the 5th of July 1677, he died and was laid to rest in 'the sepulchre,' but that was only the beginning of the story. The night of his interment saw a phantom pack of hounds come baying across the moor to howl at his tomb. From that night onwards, he could be found leading the phantom pack across the moor, usually on the anniversary of his death. If the pack were not out hunting, they could be found ranging around his grave howling and shrieking. In an attempt to lay the soul to rest, the villagers built a large building around the tomb, and to be doubly sure a huge slab was placed on top of the grave to stop the ghost of the squire escaping.

     Conan Doyle's description of Baskerville Hall was inspired by a visit to Cromer Hall in Norfolk. Some elements of the story were inspired by a stay at the Royal Links Hotel in West Runton, where Conan Doyle first heard the story of Black Shuck, the ghost dog from the Cromer area, which is said to run between Overstrand in the east and East Runton in the west. It is authoritatively noted that Baskerville Hall as first seen by Watson closely resembles the view of Stonyhurst College from its driveway during its first century (founded 1794).

Characters

Sherlock Holmes

Dr. Watson

Sir Henry Baskerville

Sir Charles Baskerville

Sir Hugo Baskerville

Dr. Mortimer

Mr. Jack Stapleton

Miss Beryl Stapleton

Mr. John Barrymore and Mrs. Eliza Barrymore

Laura Lyons

Selden

Sources: http://en.wikipedia.org/wiki/The_Hound_of_the_Baskervilles

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Novel

    b) Which other main topics does it also relate to?

        Sherlock Holmes

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I read the book and know some information.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I read this book.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 2

    b) Impact on your level of happiness/enjoyment 2

    c) Impact on your learning  2

    d) Level of creativity and originality 2 

6. Any additional comments.

    None.

Artifact 8: 19th century fashion


In 1820, women's dress continued to reflect styles, this fashion is different from now, these fashions were supposedly based on the classical dress of ancient Greece. The whole picture of the dress is like this.

This is how women wear in 19th century.
Here comes the time line of the fashion in 19th century :


-The large puffed sleeves were fashionable from 1825-1840
-Stiff horse-haired petticoats were sold in 1840 -The Romantic Era in 1825-1850
-The Hoop became popular for ladies to wear in 1856
-Hoop Era from 1850 to 1870
-The First Bustle was born in 1873
-The bustle grew very great in size in 1887
-Belle Epoque period is in 1890 
-The bustle had all but disappeared and the fashion of puffed sleeves had returned from the 1830's(1895)
-Gowns were not so tight. They were lighter and airy. It's in 1900

Sources: http://www.angelfire.com/ar3/townevictorian/victorianfashion.html

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Fashion

    b) Which other main topics does it also relate to?

        Wearing

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand more on woman dress.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I did some research.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  0

    d) Level of creativity and originality 0

6. Any additional comments.

    None.

Artifact 9: Urbanization of America

     First, I want to say that urbanization may let a country grow or drop. Rural usually will drop, but city usually growth. So urbanization still have benefit to people. Until the middle of the 19th century, the center of the city is the fashionable place to live.
     The Industrial Revolution of the 19th and 20th centuries transformed urban life and gave people higher expectation for improving their standard of living. Between 1870-1920, the amount of Americans in cities grew from 10 million to 54 million. The Progressive of the late 19th and early 20th centuries succeeded in reducing some of the corruption and in establishing housing codes, public health measures and civil service examinations in city government.

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Urbanization

    b) Which other main topics does it also relate to?

        America

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand the urbanization of america.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I spend some times on this essay and research.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio -1

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  0

    d) Level of creativity and originality-1

6. Any additional comments.

    None.

Artifact 10: Urbanization

First Draft

      Urbanization is to cause it and became urban. Urbanization is a bad thing happened during 19th century, people who live in rural are those victims. They lost their jobs, they don't have enough money to use. Factories replace people who make crafts' jobs. People started to go into city, which is a better place to live and earn money. Urbanization cause factories develop, and factories cause pollution. Air pollution is the main pollution of the factories, making products will cause pollution. People can't live their, or they will get sick or something. These people in rural also send their kind into factories, or send them into the city to work for them.
       There is another way make people have a job. People were traveled to North America, there is a better job for them, they just have to pay a little fee to the people who will plan to send them. This plan make a lots of people want to travel, about 50 percent of people who don't have jobs save their money and work in the other countries. This is a big problem push people out of this country.
       People were angry about the factory, but in the city, people were fine. They don't really mind, this makes them live more better. Rural's people became lesser and lesser. This told us urbanization is good for people who live in city, but it's bad for people who live in rural.

Final Draft
Urbanization is to cause it and became urban. Urbanization is a bad thing happened during 19th century, people who live in rural are those victims. They lost their jobs, they don't have enough money to use. Factories replace people who make crafts' jobs. People started to go into city, which is a better place to live and earn money. Urbanization cause factories develop, and factories cause pollution. Air pollution is the main pollution of the factories, making products will cause pollution. People can't live their, or they will get sick or something. These people in rural also send their kind into factories, or send them into the city to work for them.

       There is another way make people have a job. People were traveled to North America, there is a better job for them, they just have to pay a little fee to the people who will plan to send them. This plan make a lots of people want to travel, about 50 percent of people who don't have jobs save their money and work in the other countries. This is a big problem push people out of this country.

       People were angry about the factory, but in the city, people were fine. They don't really mind, this makes them live more better. Rural's people became lesser and lesser. This told us urbanization is good for people who live in city, but it's bad for people who live in rural.

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Novel

    b) Which other main topics does it also relate to?

        Sherlock Holmes

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I understand the urbanization.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I spend some times on this essay.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 1

    b) Impact on your level of happiness/enjoyment 1

    c) Impact on your learning  1

    d) Level of creativity and originality 1

6. Any additional comments.

    None.

Artifact 11: Primary Resources
http://www.historyhome.co.uk/peel/cornlaws/arch.htm

1• Who created it? 
Joseph Arch created it.

2• Who is the author? 
The author is Joseph Arch 

3• When was it created? 
This primary resource is created in 1898.
4• When was it published? 
It's in 1898, and it's again publish online on 13 April, 2010

5• Where was it published? 
It didn't told us complete.

6• Who is publishing it? 
Joseph Arch

7• Is there anything we know about the author that is pertinent to our evaluation?
This author wrote a book that is about his life, and this document is a part of his book.

8• Why does this document exist?
This document told us about Joseph Arch's village life during 1838-1846, and it's because this is a part of his book, so it's exist. 

9• Why did the author create this piece of work? What is the intent?
The author want to write about his life. I think the author want to record his life experience.

10• Why did the author choose this particular format?
It's because he is writing about his life, he can wrote easier if he use this particular format.

11• Who is the intended audience? Who was the author thinking would receive this?
Maybe the author want to receive this to his family, and also told the readers about his life.
12• What does the document “say”?

It told us people are hard to find a job when the "a small loaf and a dear one" is planed.

13• Can it tell you more than is on the surface?
During that time, many people are poor they have to look for help in church.

14• What can we tell about the author from the piece?
His father refused to sign  for "a small loaf and a dear one", so he can't work, he can not find a job.

15• What can we tell about the time period from the piece?
It's during Joseph Arch was small, he is poor.

16• Under what circumstances was the piece created and how does the piece reflect those
circumstances?
In this extract, Joseph Arch describes what life was like in his village during the Anti-Corn-Law campaign in the period between 1838 and 1846. His account was written after the occurrence of the Swing riots of 1830

19• What can we tell about the author’s perspectives from the piece?
He is focus on how poor are people, they have to look for help from church.

20• What was going on in history at the time the piece was created and how does this piece
accurately reflect it?
Urbanization make people live in rural became poor.

22• How could we verify the content of the piece?
Do some research of that time.

23• Does this piece inaccurately reflect anything about the time period?
No
24• What does the author leave out and why does he/she leave it out (if you know)?
The name of those people, maybe he's trying to protect those people.
25• What is purposely not addressed?
It didn't told us his father and mother's name.

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Primary Resource

    b) Which other main topics does it also relate to?

        Primary Resource

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I know about the author.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I spend a lot of time on questions.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 1

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  0

    d) Level of creativity and originality 1 

6. Any additional comments.

    None.

Artifact 12: Idea Pages

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Novel

    b) Which other main topics does it also relate to?

        Sherlock Holmes

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I read the book and know some information.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I read this book.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 2

    b) Impact on your level of happiness/enjoyment 2

    c) Impact on your learning  2

    d) Level of creativity and originality 2 

6. Any additional comments.

    None.

Artifact 13: Gapminder Analysis and a Data-Driven World view (United Kingdom)

Children per woman VS Income per person

The fertility is keep decreasing each year, sometimes it increase, but not a lot, however, it's average is 3 by the end of 19th century. The in come of per person keep increase. From 1800- 1840, the data didn't change at all, but after that, the income increase, and then go straight, then increase again. These two are opposite, one is increase and another is decrease.
Income per person VS Life expectancy
The graph shows us the change of income and life expectancy. The life expectancy form a very difficult line, it's complicated. look at the line, it's up down. Again, income is still increasing, their income became more and more. It's not difficult as life expectancy.
Children per woman VS CO2 emissions
This graph shows us the data of children is going down forward. On the other hand, the CO2 emissions went up forward, 1820~1900 is the time child get lesser, I think during this time people are afraid their number of people will get lesser. 

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Gapminder Analysis

    b) Which other main topics does it also relate to?

        Data-Driven World view

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I read the book and know some information.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I look at the graph for a long time.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  0

    d) Level of creativity and originality 1

6. Any additional comments.

    None.

Artifact 14: Research Collaboration and Presentation

Artifact 15: Britain and a Growing Empire Timeline
                        

║19th Century timeline║

1801-Britain holds its first census

1808-British West Africa Squadron is form to suppress slave trading

1811~1812- Luddites protesters attack industrial machinery in protest against.

1812~1818-Hampden clubs are formed to advocate parliamentary reform

Mar 1815-Corn Laws are introduced to protect British agriculture

10 Mar 1817-Working class 'Blanketeers' mount a march to London

16 Aug 1819-Eleven die at the Peterloo massacre in Manchester

29 Jan 1820-George III dies and is succeeded by George IV

27 Sep 1825-World's first steam locornotive passenger service begins

Jun 1829-Robert Peel sets up the Metropolitan Police.

Dec 1831-Samuel Sharpe leads a massive slave revolt in Jamaica

1833-Factory Act restricts work hours for women and children.

Mar 1834-'Tolpuddle Martyrs' are sentenced to transportation for trade union activities

1835-Municipal Corporations Bill creates town councils.

1838-Charles Dickens''Oliver Twist' is published.

1849-Important artists establish the Pre-Raphaelite Brotherhood.

10 May 1857-Members of the Bengal army mutiny in India.

02 May 1859-Devon and Cornwall are linked by a revolutionary new bridge.

16 Mar 1867-Joseph Lister writes on antiseptics in 'The Lancet'

01 May 1876-Victoria is declared empress of India.

Dec 1884-Third Reform Act stops short of creating a male democracy.

01 Apr 1889-New local government author take up their duties.

Mar 1894-Parish council are created

16 Oct 1900-Conservatives are re-elected.

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Britain and a Growing Empire

    b) Which other main topics does it also relate to?

        Time line 

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I look at the link, and figure it out.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I look at the time line for a long time.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  1

    d) Level of creativity and originality 0

6. Any additional comments.

    None.

Artifact 16: Your Photo Story Prezi




http://prezi.com/twuvtgrqvnpc/field-trip/

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        British

    b) Which other main topics does it also relate to?

        England

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I look at the link, and figure it out.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I take lots of photo and analyze these photos.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 3

    b) Impact on your level of happiness/enjoyment 3

    c) Impact on your learning  4

    d) Level of creativity and originality 2

6. Any additional comments.

    None.

Artifact 17: Disraeli and Gladstone

Reflection

1. a) Which main topic does the artifact relate to? In what ways?

        Britain and a Growing Empire

    b) Which other main topics does it also relate to?

        Time line 

2. Why did you choose this artifact, and how much time did you spend creating and/or processing?

       Teacher choose.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

        I look at the link, and figure it out.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

        Yes, I look at the time line for a long time.

5. Rate this artifact on a scale of -5 to 5 (0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your portfolio 0

    b) Impact on your level of happiness/enjoyment 0

    c) Impact on your learning  1

    d) Level of creativity and originality 0

6. Any additional comments.

    None.