Great Britain the Global Empire
Origin:
This document was written by, as noted on the document, Robert Southey in 1807. The document states that it was last modified on the 13th of April in 2010. The document was published on the website, `A Web of English History`, by Dr. Marjorie Bloy.
Purpose:
There are many possible intention as to why Robert Southey wrote this document. One intention might be that he wanted to emphasize the amount of child labor that took place in factories in the 1800`s in Great Britain. He also explained various pros and cons of child labor. Mr. Southey chose this particular format to contrast a factory owner`s point of view with a child`s while keeping the real opinions of real people at the same time to show what people actually thought about the situation. The document displays that industrial working was more beneficial from the owner`s point of view rather than the workers`. The owner only states the advantages of child labor, however, tries to hide the disadvantages. You can see that when the person visiting gets frustrated about various conditions of the factory such as the noisy machines and endless motion.
Value:
The author`s opinions demonstrate a specific dislike toward the industrialization because he thinks that `Dante had peopled one of his hells with children`, meaning `the devil itself was there.` The time period of this piece is clearly from the industrialization period because that was the only time where child labor was heavily initialized. The author seems to be against the industrialization for he is very puzzled with everything he sees. The author represents an innocent side through the owner of the factory always states that the child labor was more than work, actually a contribution to homeless children.'
Limitation:
This story does not include the opinion of the children working at the factory. The author could prove his content by going to a real factory in the 1800`s and really watch the workers conditions specially the children. This story inaccurately reflect on the time period, but we can slightly get the time by some hints. Some facts purposely not addressed are the further thoughts of the factory owner on child labor and the real truth of what he thinks about his actions.
Reflection:
1. a) Which main topic does the artifact relate to? In what ways?
Human Health because it shows how children poorly lived in the Industrial Revolution period.
b) Which other main topics does it also relate to?
Building of the Modern Economy
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose this artifact and I spent about 2 to 3 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I understood the harsh conditions of children during the industrial Revolution period and the cruel vision of the factory owners.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This Artifact is my first one, but I think I did a good job.
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 - 5
a) Impact on the quality of your Portfolio - 5
b) Impact on your level of happiness/enjoyment - 3
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
I could improve my timing by spending less time on an Artifact.
Artifact 2 - Idea Page - Life of a Worker
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Balance of Power: Rise and Fall of Empires because it shows what sacrifices were taken to build a industrialized based economy and its affects on how the balances of the world changed because of it.
b) Which other main topics does it also relate to?
Creation of the Modern Nation-State
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose the artifact and I spent about 30 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about what was the life of a worker being children, men, and women, their condition, and how it changed over time. I also learned positives and negatives of the Industrial Revolution .
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
It is only an idea page, but i re-wrote it to be clearer.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
I could improve font size so it can be clearer to read.
Artifact 3 - Headline New Report
LUDDITES ATTACK AGAIN; CONSTANT ATTACKS ON THE NOTTINGHAM PROPERTY (March 15, 1811)
Another attack by the Luddites on the Nottingham property. This is currently the third week of the Luddite attacks and the causalities sum up to a few perished during battle and two hundred stocking frames destroyed. Thy attack is a warning that those threatening letters from General Ned Ludd to the Army of Redressers and other employers of the Nottingham property. To prevent anymore attacks, Prince Regent enrolled four hundred special constables to protect thy factories and offered 50 euros to any information of suspects.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Evolution and issues of Religion and Science because it shows the affects of a new life style brought by the machines of the Industrial Revolution.
b) Which other main topics does it also relate to?
The notion of frontier.
2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
The teacher chose it and I spent about 1 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how people reacted to the Industrial Revolution how they thought that protesting that way would change something.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I would not call it the best, but it was good.
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 - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
No Comments.
Artifact 4 - Biographical Spotlight - Queen Victoria
Queen Victoria, one of the most influential queens in the history of England ruled for 64 years during the 19th century and even living in an era which women where considered lower to men, did very well getting along with other male politicians. During her rule, Britain changed a lot in technology areas, as well as science, trade, social conditions, political institutions, and economic structures. With 18 years old, Queen Victoria became queen replacing his uncle William IV and during her rule, some social conditions changed as the women rights. For example: in 1857, a law was passed down that women could divorce. In 1870, women could keep their money that they have earned and in 1890, women could not be forced to live with their husbands if they did not wish to. Finally in the 1900`s, some years after Queen Victoria`s rule, suffrages began which were protests toward women`s rights to vote.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Gender Roles and the Liberation of Women because the text talks about women who changed the women rights on Britain.
b) Which other main topics does it also relate to?
Class Consciousness.
2. Why did you choose this artifact, and how much time did you spend creating?
I chose Queen Victoria because she was the only one I had some background information on and I spent about 1 hour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about Queen Victoria and how she was influential toward the world in the 19th century.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I don`t think this is the best artifact in my case because its not something I could write a lot about.
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 - 5
b) Impact on your level of happiness/enjoyment - 3
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
Write others examples of how Queen Victoria was influential.
Artifact 5 - Google Tour
Great Britain controlled many countries as Bahamas, Bermuda, USA, Jamaica, India, Australia, New Zealand, South Africa, Egypt, and many other countries
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Notion of Frontier because it shows how Great Britain`s controlling countries.
b) Which other main topics does it also relate to?
The Balance of Power: Rise and Fall of Empires.
2. Why did you choose this artifact, and how much time did you spend creating?
I chose this artifact because Google Tour is a very good tool to show geography and I spent 30 min.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the power that Great Britain had controlling so many countries like that.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I could add more countries for the Tour.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
No comments.
Artifact 6 - Artwork - Realism
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Class Consciousness because it shows the difference between two classes.
b) Which other main topics does it also relate to?
Human Expression through the Arts.
2. Why did you choose this artifact, and how much time did you spend creating?
I choose the Realist type of work of art because I understood it better and I spent 30 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned a little of how was the artworks in the Romantic and Realist period.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I could have drawn something clearer, but it was generally good.
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
5 because I really enjoy drawing.
6. Any additional comments.
I could have colored the picture.
Artifact 7 - Influential British Artists, Poets, Writers, and Musicians
William Blake was born in November 28th, 1757, in London, England and died on August 12, 1827. He was an English poet, painter, and print maker. William is considered to be a very important figure in the Romantic Period as both poetry and visual arts. During his early life, he lived with a middle class family being the 3rd of seven children. He was educated at home by his mother and was greatly influenced by Christianity which also remained a good source of inspiration during his life as an artist. He became the apprentice to engraver James Basire for seven years and finally became professional. Later on, he attended The Royal Academy for sic years and had some jobs as poet, printer, illustrator and engraving. Blake also started the ``free love`` movement which was a movement against marriage. Some famous poems he wrote were ``The Lamb`` and `` The Chimney Sweeper.``Most influential would be ``Song of Innocence``e and `` The Marriage of Heaven and Hell.`` A famous quote from his is " A truth that's told with bad intent, beats all the lies you can invent "
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Human Expression through the Arts because it is expressing Blake`s thoughts into poems and art pieces.
b) Which other main topics does it also relate to?
The Human Mind.
2. Why did you choose this artifact, and how much time did you spend creating?
I chose William Blake because I had some background information about him and I spent 30 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I have learned a little in depth about William Blake and his artworks.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on my best work because I did a good job and did not spend too much time on it.
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 - 5
d) Level of creativity and originality - 36. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 36. Any additional comments.
I liked his quote because it reminds me of some funny moments in my past.
Artifact 8 - Artwork - Romanticism
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Human Mind because it shows how the human mind works and evolved into different periods.
b) Which other main topics does it also relate to?
Human Expression through the Arts
2. Why did you choose this artifact, and how much time did you spend creating?
I chose Romanticism because as I did Realism, I also wanted to do Romanticism.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about what did the Romantic period was about and there paintings and I spent 30 minutes.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artwork reflects my best work, I spent a good time doing it and I think I draw it really well.
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 - 4
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
c) Impact on your learning - 5
d) Level of creativity and originality - 56. Any additional comments.
I hope people can understand my drawing.
Artifact 9 - Microscope
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Universe as Seen through a Microscope because it is a picture of a microscope
b) Which other main topics does it also relate to?
Evolution and issues of Religion and Science
2. Why did you choose this artifact, and how much time did you spend creating?
I chose this artifact being a microscope because drawing a microscope is the best way to describe it instead of a text.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how a microscope looked like in the 18th century.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact does not reflect on my best work because I to outline with pen, but it is still visible.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
I enjoy drawing!
Artifact 10 - Essay on Urbanization
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Construction of the Modern City: Urbanization because it shows how the construction of a modern city began, the lack of employment and rural exodus, all those things relate to the `enclosure` into cities.
b) Which other main topics does it also relate to?
Creation of the Modern Nation-State
2. Why did you choose this artifact, and how much time did you spend creating?
It was teachers choice and I spent 2 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how and when did the urbanization happened and why did it happen and now I can answer a question I had in my mind for example: why did every one just decided to live together in a certain area?
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
I feel I wrote a lot about the urbanization.
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 - 5
b) Impact on your level of happiness/enjoyment - 3
c) Impact on your learning - 5
d) Level of creativity and originality - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
There is only one and a half pages because and not two because I decreased the size of my letter purposely.
Artifact 11- Primary Source and Evaluation
With Ships the Sea was Sprinkled Far and Nigh
With ships the sea was sprinkled far and nigh,
Like stars in heaven, and joyously it showed;
Some lying fast at anchor in the road,
Some veering up and down, one knew not why.
A goodly vessel did I then espy
Come like a giant from a haven broad;
And lustily along the bay she strode,
Her tackling rich, and of apparel high.
The ship was nought to me, nor I to her,
Yet I pursued her with a lover's look;
This ship to all the rest did I prefer:
When will she turn, and whither? She will brook
No tarrying; where she comes the winds must stir:
On went she, and due north her journey took.
Like stars in heaven, and joyously it showed;
Some lying fast at anchor in the road,
Some veering up and down, one knew not why.
A goodly vessel did I then espy
Come like a giant from a haven broad;
And lustily along the bay she strode,
Her tackling rich, and of apparel high.
The ship was nought to me, nor I to her,
Yet I pursued her with a lover's look;
This ship to all the rest did I prefer:
When will she turn, and whither? She will brook
No tarrying; where she comes the winds must stir:
On went she, and due north her journey took.
Origin
This poem was written by William Wordsworth (1770-1850) and it was written between 1800 to 1850. This poem was extracted by the book Selected Poetry of William Wordsworth. This book was published n February 2002 and edited by Mark van Doren.
Purpose
This poem was written to show a man`s love toward a vessel ship. The man in the poem treats the ship as a women and the poem talks about the relationship of the man toward the ship. I can tell that the man maybe in love with the ship because he uses words as `I pursued her with a lover`s look.``
Value
The author demonstrates experience o writing love poems. This poem was written during the Industrial Revolution, so maybe the man in the poem is saying goodbye to the ship with is a vessel because the Industrial Revolution brought ships powered by steam and not wind anymore. I can also tell that he will miss the ship by the way he treats it as a women. In this poem, there is no particular period of time,but probably it was during the Industrial Revolution.
Limitation
The author leaves out a question which is if ship in poem is coming back from where it is going or not. From the period of time, we can inaccurately reflect that it was during the Industrial Revolution and that the vessel is going away as if no one is going to use it anymore because of the new steam ships.This poem is not addressed to people who don`t like vessel ships or archaic boats.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Communication and Transportation Revolutions because the poem is indirectly talking about the change of vessel boats to steam boats, which was part of the Industrial Revolution .
b) Which other main topics does it also relate to?
Human Expression through Arts.
2. Why did you choose this artifact, and how much time did you spend creating?
I chose one William Wordsworth because he was on a list of poets that the teacher gave us and I spent about 1 hour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the vision of poets toward the Industrial Revolution specially this change of technology and experimenting the new.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on a good work I have done
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 - 5
b) Impact on your level of happiness/enjoyment - 3
c) Impact on your learning - 5
d) Level of creativity and originality - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
I could not find the exact date where the poem was written.
Artifact 12 - Idea Page - Technology
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Invention, Ingenuity, and Entrepreneurship because the invention of steam and steel are big roles when it comes to technology development in the 19th century.
b) Which other main topics does it also relate to?
Evolution and issues of Religion and Science.
2. Why did you choose this artifact, and how much time did you spend creating?
I chose to write about technology because it changed how the human world into a new era of industrialization and I spent 30 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the how technology and inventions changed the world into a new era, how it contributed to ourselves, but definitely not to the environment.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the best work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
None
Artifact 13 - Gap Minder Analysis
Graph 1: C02 emissions (tonnes per person) vs. Life expectancy at birth (years).
Due to the fact that selecting England on it’s own was not an option, selecting the whole of Great Britain was the best and most appropriate choice. As the United Kingdom starts off in the 1820s, it is in first place out of all the countries on the chart both in C02 emissions and Life expectancy at birth. There seems to be only around five countries on the chart in 1824. This means that the United Kingdom was one of the fewer nations that were modernized enough to produce C02, most likely from machinery and engineering.Up until the 1890s, the United Kingdom rose stably in both sections. Life expectancy at birth seemed to skyrocket starting at around 1895. A general and stable increase happened from the time until the present. Various decreases can be seen near the 1920s, though the United Kingdom seemed to recover from these within short periods of time. One reason for the decrease in life expectancy during the 1920s and 30s could be due to World War Two.After about a decade or so after the war, the United Kingdom seemed to regain its health and improve its life expectancy. This means that sanitation and various medical departments in the United Kingdom in general had and has a stable improvement. C02 emissions stopped to rise from somewhere in between 1910 and 1920, and stayed mainly in that area until the present. Due to large cities being the birthplace of many diseases, the demand of medical care increased. In terms of C02 emissions, the United States of America overtook the United Kingdom in 1910.And in terms of life expectancy at birth, Norway seemed to take over the United Kingdom during the early 1840s and Denmark in the 1920s. Various other nations started to also take over Norway and Denmark and, presently, Japan is the highest in life expectancy at birth. One reason that Norway and Denmark took over the United Kingdom could be that they weren’t really too fond of joining any major wars the world’s main powers took place in. Present day countries emitting a larger amount of C02 such as Saudi Arabia and Qatar seem to be countries that produce more oil.
Graph 2: Income per capita vs. Life Expectancy
In 1800, the United Kingdom was the leader on the chart with life expectancy at 40 and income per capita of about $2,400. It kept being the leader on life expectancy until 1870, when Denmark, Sweden, and Norway slightly passed UK’s. In 1900, United Kingdom was still one of top on the list, but now, some countries as Australia, US, Canada, and some others were keeping up. During the 1914 to 1918, UK’s life expectancy began to crash because of World War I with the income of $8,000 per capita. In present day UK, life expectancy is at 80 competing with many other countries, but still at the top of the list. On income per capita, the UK is also one of the top countries with $20,000 per capita.Generally, Central Asia and Europe are frequently on the top of the list all the day from 1800`s to present day. Mostly all African countries low on income and life expectancy and almost all live in poverty. Middle East and North Africa vary a lot as in America, South Asia, and East Asia too. This links, in general, life expectancy to income per person, in that the higher the income, the higher the life expectancy, in general.
Graph 3 – Children per woman vs. Maternal deaths, total number.
For this chart, the United Kingdom is one of three countries to appear on the chart in 1847. This hints that the UK was one of the first nations to record their own history. Around the 1850s the United Kingdom had roughly 4-5 children per woman. As the UK started to get out of the industrial revolution, having children didn’t seem to be as essential. This is most likely due to the fact that the economy of the UK started to stable out and the line between the rich and the poor was just starting to fade away. The richer tend to not need as many children as the poor to work in various labor-intensive activities and to take care of their elder relatives. The decrease in childbirth continued throughout until 1933, when there started to be more children per women. The figure went from 2 children to three, and turned back in the near 1960s. This is most likely due to the after effects of World War Two. Great Britain had possibly foreseen the consequences of WWII and decided to ‘ramp up’ on the amount of children they were having. The UK’s population rose steadily from the 1800s throughout, until the present.Until the 1900, most of world didn’t have records of their countries except for some European countries and Sri Lanka and only around the 1980`s the rest of the world started recording maternal deaths information. Africa, as a poor continent, had an average of 6 to 7 children. The rest of the world varied a lot depending on areas, for example in US had an average of 2 while Central America had 4 or 5. Currently, richer countries have an average of 1 to 3 children while poorer countries have from 4 to 7 children. All countries have maternal deaths on an average of 150 except India, Bangladesh, Pakistan, and Nigeria.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Building of the Modern Economy because it some graphs show how income and economy affected the lifestyle of the population.
b) Which other main topics does it also relate to?
Communication and Transportation Revolutions
2. Why did you choose this artifact, and how much time did you spend creating?
I chose these graphs because they showed the most time of record, other graphs mostly started at 1960`s and I spent 3 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about comparing and contrasting in each of the indicators I chose.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the best work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 2
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
Graph 1`s analysis was too long.
Artifact 14
How are 19th century fashion and language associated based on social classes?
By: Neil, Annie, Jessica, Konig, and Samantha.
By: Neil, Annie, Jessica, Konig, and Samantha.
Language:
The English language seems to be very evolving. Evidence starts out in the near 11th century when history had started to be recorded in text. Various texts such as Beowulf and the Anglo Saxon Chronicle were written and can be seen today. Some texts contain letters not used today, and even the letters known by the common English speaker today are difficult to read due to the high amount of archaic calligraphy used:
The English language seems to be very evolving. Evidence starts out in the near 11th century when history had started to be recorded in text. Various texts such as Beowulf and the Anglo Saxon Chronicle were written and can be seen today. Some texts contain letters not used today, and even the letters known by the common English speaker today are difficult to read due to the high amount of archaic calligraphy used:
The Chaucer document has also been preserved till this day and can be described as still quite illegible, both in text and meaning. However, a specific form of art and decoration had developed in text documents.
In the 1400s, another text document had been recorded, called the Boke of Kokery. This form displays a rather artistic form of text, less flowery than the form in the 1300s, however, English letters are more legible to English speakers and readers today, though grammar and word usage is still quite unclear.
Tyndale’s Bible of the 1500s displays a form of English we commonly see today. In fact, a format of text used in common English newspapers in both Great Britain and the United States today. Words are legible, however, various meanings might be confused. Grammar may also be confused. This form can also be seen a lot in Shakespeare’s writing.
In the 1600s, text starts to take on a very solid form, not quite the 12-point-font we see today, however, text is legible, and a substantial amount of meaning can be interpreted.
Various characters still used in some European countries like Germany were still used in English.
Various characters still used in some European countries like Germany were still used in English.
In the 1700s, the classical Times New Roman form of text could be seen. Words are obviously italicised and full stops can also be seen. Words look typed, however, various words are not understood by the common present day English speaker. Words include felde, fudden, fuperiour, tumefcence, themfelves, muft, fickers, warehoufe, and fpeech.
In the 1800s, advertisements started to thrive and printing could be seen quite often. Decorations in text added for floweriness were also printed. A diverse amount of texts developed and were used to catch the eye of a passerby.
In the 1900s, the common folk of England were able to read and write a reasonable amount. This can be seen in two samples. The first, Owen’s WWI poetry, and the second, Verginia Woolf’s novels. Drafts were handwritten, for printing was precious and would normally be used for important documents that were in final draft.
Fashion:
For most of the 19th century women were severely conservative. They wore a minimum of four layers daily and their clothes could weigh up to 18 kg. There were five main fashion eras in the 19th century; Regency Fashion Era (1800-1825), The Romantic Era (1825-1845), Early Victorian Era (1837-1860), the Mid-Late Victorian Era (1860-1901), and the Edwardian Era (1890s). Notice that the Romantic Era and Victorian Era overlap, as do the Mid-Late Victorian Era and the Edwardian Era.
Regency Fashion, 1800-1825:
In this era Bonaparte’s influence revived the lace industry. Empire style dresses were common, you could spot several high waistlines on the street. In summer the fabrics used were white lawn, muslin, or batiste. In winter common fabrics were velvet, linens, fine wools, silks, and cottons. Clothes were often decorated with Grecian and Egyptian styles, plenty of geometric patterns and delicate embroidery. There was also a wide use of shawls.
Romantic Era, 1825-1845:
In this era large flouncy hats could be seen bouncing on the streets. Pelerine collars spread across the shoulders. The most common hairstyle was the Apollo Knot.
In resembled a mini afro with two large french twist on top.
Early Victorian Era, 1837-1860:
The large hats were now replaced by bonnets. There were slimmer sleeves and silhouettes of bodices. There were also small tight waists. There were often V-neck dresses and drooped shoulders. Bell shaped dresses on the bottom half began to look dome shaped as they widened. Evening dressing commonly exposed woman’s shoulders in a style called Bertha.
Mid-Late Victorian Era, 1860-1901:
In this era the sewing machine was invented. Dresses often accentuated the back. The soft bustle skit came out in 1867 and was replaced in 1883 by the hard bustle skirt. In addition to this synthetic dyes made more colors available. Haute couture was also extremely popular during this time.
Edwardian Era, 1890s:
In this era the couture was replaced by ready made to wear dresses. Skirts were often worn with embroidered blouses. Shirts were often worn with either ties, floppy bows, or brooches. Hair was often piled on the head and chignons were not uncommon.
Social Classes (Fashion):
Fashion was an extremely important asset in the lives of the wealthy, however, those in poverty did not have changing fashions, they went for practicality over esthetics. Women wore light dresses and hats were extremely fashionable for men.
Upper Class: The upper class cared deeply about fashion. Men wore waistcoats and top hats. Women wore whalebones in their skirts, corsets on their bodies, puffed sleeves, and bustles during the 19th century at one time or another.
Middle Class: The middle class was the highest in numbers and increased as urbanization spread. Since hats were highly popular the middle class men wore bowler hats. Middle class women also followed the trend of wearing lightweight dresses.
Lower Class: The lower class also followed the hat trend, those men wore cloth caps. Naturally the still wore coarse clothing that were practical for working in factories and mines; women, children, and men alike.
Regency Fashion, 1800-1825:
In this era Bonaparte’s influence revived the lace industry. Empire style dresses were common, you could spot several high waistlines on the street. In summer the fabrics used were white lawn, muslin, or batiste. In winter common fabrics were velvet, linens, fine wools, silks, and cottons. Clothes were often decorated with Grecian and Egyptian styles, plenty of geometric patterns and delicate embroidery. There was also a wide use of shawls.
Romantic Era, 1825-1845:
In this era large flouncy hats could be seen bouncing on the streets. Pelerine collars spread across the shoulders. The most common hairstyle was the Apollo Knot.
In resembled a mini afro with two large french twist on top.
Early Victorian Era, 1837-1860:
The large hats were now replaced by bonnets. There were slimmer sleeves and silhouettes of bodices. There were also small tight waists. There were often V-neck dresses and drooped shoulders. Bell shaped dresses on the bottom half began to look dome shaped as they widened. Evening dressing commonly exposed woman’s shoulders in a style called Bertha.
Mid-Late Victorian Era, 1860-1901:
In this era the sewing machine was invented. Dresses often accentuated the back. The soft bustle skit came out in 1867 and was replaced in 1883 by the hard bustle skirt. In addition to this synthetic dyes made more colors available. Haute couture was also extremely popular during this time.
Edwardian Era, 1890s:
In this era the couture was replaced by ready made to wear dresses. Skirts were often worn with embroidered blouses. Shirts were often worn with either ties, floppy bows, or brooches. Hair was often piled on the head and chignons were not uncommon.
Social Classes (Fashion):
Fashion was an extremely important asset in the lives of the wealthy, however, those in poverty did not have changing fashions, they went for practicality over esthetics. Women wore light dresses and hats were extremely fashionable for men.
Upper Class: The upper class cared deeply about fashion. Men wore waistcoats and top hats. Women wore whalebones in their skirts, corsets on their bodies, puffed sleeves, and bustles during the 19th century at one time or another.
Middle Class: The middle class was the highest in numbers and increased as urbanization spread. Since hats were highly popular the middle class men wore bowler hats. Middle class women also followed the trend of wearing lightweight dresses.
Lower Class: The lower class also followed the hat trend, those men wore cloth caps. Naturally the still wore coarse clothing that were practical for working in factories and mines; women, children, and men alike.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Human Movement and Migration because the English changed as people moved into other places, for example the English in US is different from England as well as from Australia. English changed in such ways as writing, pronunciation, and meanings.
b) Which other main topics does it also relate to?
Class Consciousness.
2. Why did you choose this artifact, and how much time did you spend creating?
Our group chose the topic based upon votes, and the topic I voted was not chosen and we spent 6 hours.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about the association between language and fashion in the three main classes of society, rich, middle, and poor.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the a good work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 4
c) Impact on your learning - 5
d) Level of creativity and originality - 3
6. Any additional comments.
None.
Artifact 15 - Britain Slavery Time Line
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Race Relations, The Abolition of Slavery, Segregation, and Antisemitism because it shows the process of slavery and what it took to finally abolish it completely.
b) Which other main topics does it also relate to?
The Human Mind
2. Why did you choose this artifact, and how much time did you spend creating?
I chose making a time line about slavery because its one of my last ideas left, it shows the history and process of slavery and I spent about 30 minutes.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about important dates about the abolition of slavery and how it was not a fast and quick process.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the a good work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
In Brazil, there were many laws against slavery and the process of abolition was extremely slow.
Artifact 16 - Photo Story
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
Globalism trough Imperialism because the section of imperialism shows how Britain had affected the Taiwan coast.
b) Which other main topics does it also relate to?
Creation of the Modern Nation-State.
2. Why did you choose this artifact, and how much time did you spend creating?
This artifact was the teachers choice and I spent about 4 hours taking pictures around Britain Consul.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about how Britain affected Taiwan, how to think when taking a picture and realize what the viewer will interpret from my picture.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the a good work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
Not enough time to think of every picture.
Artifact 17 - Disraeli and Gladstone
Disraeli and Gladstone were politicians during the 19th century. Disraeli was born on London, England, on December 21, 1804, and died on April 19, 1881. He was the British Prime Minister parliamentarian, a Conservative statesman and now, literary figure. During his career, greatly remembered of his rivalry toward William Ewart Gladstone who rose and became leader of the Liberal Party.
William Ewart Gladstone was born in Liverpool, England, on December 29, 1809 and died on May 19, 1898. He served Britain as Liberal statesman, scholar of Homer, Prime Minister four times, and Chancellor of the Exchequer four times too.
There is no doubt that the two statesmen hated each other, Disraeli referred Gladstone as unprincipled maniac and Gladstone referred Disraeli as an extraordinary mixture of envy, vindictiveness, hypocrisy, and superstition. This rivalry goes on for their whole lives specially when Disraeli is defeated by the Liberal Party under Gladstone`s command.
Reflection
1. a) Which main topic does the artifact relate to? In what ways?
The Human Mind because it shows how Disraeli disliked Gladstone and their relation to politics.
b) Which other main topics does it also relate to?
Creation of the Modern Nation-State.2. Why did you choose this artifact, and how much time did you spend creating?
This artifact was the teachers choice and I spent about 1 hour.
3. What insights and understanding have you gained from the creation and/or processing of this artifact?
I learned about Disraeli and Gladstone and how were their relations toward themselves and toward politics.
4. Does this artifact reflect your best work and/or ideas? Why, or why not?
This artifact reflects on the a good work I have done.
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 - 5
b) Impact on your level of happiness/enjoyment - 5
c) Impact on your learning - 5
d) Level of creativity and originality - 5
6. Any additional comments.
None.
RUBRIC
Grade:
Creativity/Originality: 8
Organization/Structure and Design: 10
Reflections: 9
Content/Knowledge: 8
Technology Usage: 10
Really enjoyed the Gapminder Analysis, and would have loved to have seen some of the graphs/images you were talking about. Good work!
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