Professional Quester

I have completed the assignment and earned my badge as an H2O hero! I was first draw to this badge because I have always been interested in the current global and environmental issues. In past years, the water issue has become of increasing concern so I was eager to learn more. The first step was called, "Finding your Footprint." It was all about finding the water footprint of everyday goods and foods that we consume. My findings were very surprising, we rarely ever think about our food's path before it reaches our table. Simple things such as paper and bread use hundreds of gallons of water to produce. After finding this information we had to create some sort of visual representation of the data. The second task was to iimagine you are the writer of an advice column in the newspaper and a regular reader writes in to the newspaper looking for advice from you. Her family cares about the environment and wants to save water but thinks it’s too difficult with everyone’s busy schedules. Our job was to create a response that offers practical, easy and inexpensive solutions, including our top 5 favorite ways to help conserve water plus other ways to stay on the conservation track. It was not hard to find small changes in our daily activities that would save gallons of water. After I was finished, I concluded that it was all about being water conscious. If you are constantly aware of your water use and the products you are buying, you will be doing our planet a big favor.

American Studies Final Project

Works Cited

"                                               George Washington Biography - Facts, Birthday, Life Story  - Biography.com                                                      ."                                                                      Famous Biographies & TV Shows  - Biography.com                                                        . N.p., n.d. Web. 11 June 2013. <http://www.biography.com/people/george-washington-9524786>.

"Atticus Finch and Southern liberalism : The New Yorker."  The New Yorker. N.p., n.d. Web. 11 June 2013. <http://www.newyorker.com/reporting/2009/08/10/090810fa_fact_gladwell>.

Christmas,  1777, in desperate need of a victory, and Washington defies military convention with a nighttime assault in the dead of winter.. "George Washington Photos — History.com Picture Galleries." History.com — History Made Every Day — American & World History. N.p., n.d. Web. 11 June 2013. <http://www.history.com/topics/george-washington/photos>.

"Frederick Douglass." FD. N.p., n.d. Web. 10 June 2013. <declaringamerica.com/douglass-slaveholding-religion-and-the-christianity-of-ch>.

"Frederick Douglass In 1852." All That Is Interesting. N.p., n.d. Web. 11 June 2013. <http://all-that-is-interesting.com/frederick-douglass-1852>.

"George Washington." George Washington. N.p., n.d. Web. 10 June 2013. <jonathanturley.org/2010/05/21/george-washington-finally-makes-good/ http://declaringamerica.com/douglass-slaveholding-religion-and-the-christianity-of-christ-1845/>.

"Life Lessons From Atticus Finch | The Art of Manliness." The Art of Manliness | Men’s Interests and Lifestyle. N.p., n.d. Web. 11 June 2013. <http://www.artofmanliness.com/2011/02/02/lessons-in-manliness-from-atticus-finch/>.

"PBS - THE WEST - Photo 4.10." PBS: Public Broadcasting Service. N.p., n.d. Web. 11 June 2013. <http://www.pbs.org/weta/thewest/resources/archives/four/64_10.htm>.

"Red Cloud - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. N.p., n.d. Web. 11 June 2013. <http://en.wikipedia.org/wiki/Red_Cloud>.

"Red Cloud - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. N.p., n.d. Web. 11 June 2013. <http://en.wikipedia.org/wiki/Red_Cloud>.

Tully, Kevin. "OpEdNews - Diary: The Death of Atticus Finch." Opednews.com Progressive, Liberal United States and International News, Opinion, Op-Eds and Politics. N.p., n.d. Web. 11 June 2013. <http://www.opednews.com/Diary/The-Death-of-Atticus-Finch-by-Kevin-Tully-120629-251.html>.

MLA formatting by BibMe.org.

U.S. Intervention in Haiti

Haiti, 1920:

10 years ago an international consortium of banks refinanced Haiti's international debt and seized control of the country's treasury. Four years later, in December of 1914, United States marines came to Haiti upon the bank's request to protect the national gold reserves. The gold was moved to the bank's New York vault. Eight months later, the marines once again stormed Port au Prince, claiming the need to protect foreign lives and property and under martial law subdued armed Haitian militia fighters. They began to train a new militia group which Charlemagne Peralte led a resistance movement against. Calling out to the French governemnt, he called President Wilson a hypocrite for preaching on the sovereignty of small nations while occupying Haiti. He urged all Haitians to resist the Americans.

Four years later, the occupation remains and the people are desperate. Each morning their is a new offense, poverty is widespread and the people are oppressed with taxes. They are unable to rebuild houses destroyed by fires they create. The constant insults upon their lives have rallied Haitians and unified them to a common cause. Anger towards America has fueled rebellion and the nation's people are just waiting for a leader to step in and direct it. Chants of, "Die for your country," "Long live Independence," and "Down with the Americans!" fill the streets. Even the youngest of children can reiterate, "President Wilson- traitor,bandit, trouble maker, and thief." The tension is pungent and the outrage is palpable. Haiti is a match just waiting to be struck.

Upon speaking to one native woman she spoke, " We were ready to accept this rule and follow its obligations, despite the threat to our autonomy and the dignity of our free and independent people. But the flase promises, given by the Yankees, when they invaded our land, brought in almost four years of continuous insults, incredible crimes, killings, theft and barbarian acts, the secrets of which are known only to Americans." Her dark eyes were then overtaken by a heat and she lowly whispered, "Today we lost patience adnd we reclaim our rights."

Haitians, kind and peaceful by nature, have bore the brunt of America's force for too long and have become intolerant of their barbarious acts. They are quick to acknowledge American fault and the cruelty they've been embraced with. the Yankees have brought ruin to this beautiful country and driven hopelessness into their spirits.

One thing rings loud and true amoungst the Haitians, they are prepared to give everything, sacrafice everything to liberate their nation from this oppression. They will bend no longer, bear no more; they will fight.

Imperialism 5.9.13

Once again it has been too long my avid blog readers. Last week, we finished the unit on westward expansion and spent 3 days in class with the substitute working on our Oregon Trail simulations. Once again technology gave us some trouble but I really enjoyed the project and how mine turned out.

We have now moved on to imperialism in the United States. We are all familiar with the imperialism that occurred in Europe, but at least I have not heard much about it occurring here. We started by looking at the poem, "the White Man's Burden," and also the responses to it such as "The Black Man's Burden." European nations preached to Americans that it was their duty and god given purpose to spread their "good" ways to "lesser people." And following the Spanish-American war, that is exactly what they did. After this, America took over many Central American countries.

However, this wasn't the United States first encounter with imperialism. They had been dominating Native Americans since its establishment. By the time the Civil War was over and Andrew Jackson was elected president. With the worst of internal fighting over, people now focused their attention on expanding west and they were more than willing to step over anything or anyone to get there.

Westward expansion but mainly the moving of the Native Americans to make this possible became a highly disputed topic. Jackson was the main advocate for their relocation arguing that they are dying out in the east and this is exactly what the needed for a new start. Pretty much everyone else such as the judicial branch, Christian missionaries and the Indians themselves disagreed.

This however, did not stop Jackson. He implemented the Indian Removal Act, which even though it was found to be unconstitutional, but due to the presidents connections in congress he was not impeached. Even though he without a doubt deserved to be.

Westward Expansion

On Monday, we began our work on our 16% project. About one day every cycle we will work on our designated project we got to choose from the smithsonian classroom. By the end of the term, we will submit our work to the smithsonian for credit and then present our findings to the class. I choose the project about water water use called H20 hero, and greatly look forward to working on it.

Yesterday in class we had a simulation of what it would be like to live in a soddie. It was great, the activity was engaging and very interactive. There were three stations in which we got to experience the spacing of a soddie, one where we got first hand knowledge of the smell and lastly what it was like to pose for a time-lapse photo. After my round through the stations I reached the conclusion that I would not be able to live in the soddie with my entire family. It was very small and the smell was intolerable. I would definitely not have been suited for the move to the great frontier. I really loved how it allowed us to experience somewhat of what it would have been like.

Today we were split up into groups and were set to the task of researching a farming invention that allowed the farmers to more successfully harvest the land in the west. It was our job to create a presentation that would convince an investor to back our product as if first introducing it on the great frontier. My group got the reaper and I look forward to learning about the other inventions.

Push Pull Factors

Last class we had a Socratic seminar in which we discussed the push and pull factors that influenced people to move west. First we watched the tutorial made by Mr.Boyle for both cases and wrote down three different leveled questions in which we could ask, or propose during our discussion (not debate!). It was very slow starting but after all was set and done I would have to say that the push factors most heavily influenced people decision to move. African Americans desperately wanted to find land in which they could exercise the rights they had gained after the Civil War. Many war veterans were eager to escape the bad memories of combat they were forced to face while still leaving on the East Coast. Also, angry white southerners whose land was destroyed and couldn't bare to see their ex-slaves be equal to them hoped to escape to the west as well. In general, the west offered a chance for a new start to those who were unhappy with their current lot. The pull factors such as the Homestead Act, the gold in California /'d the low land costs enticed Americans to make the move west. However, it is my opinion that most people would not had made the move if something had not been driving them.

Manifest Destiny 4.11.13

Today in class we continued out discussion on westward expansion, learning about the popular idea that was Manifest Destiny. Suggested by O'Sullivan, it was basically the idea that from divine providence the United States was blessed with democracy, and it was their God given duty and right to spread this government to sea to shining sea. I believe that this had to be one of the most genius thing those pushing for westward expansion could have done. It was the perfect way to get god fearing people to move west. Personally I think it was a total hoax complete with political propaganda to expand the frontier, to which we did not deserve or have the right to take.

Erie Canal 4.10.13

It has been too long blog readers. I had surgery last week and have endured a week of endless suffrage. However, I'm back! Today in class we broke into groups of thee to discuss both the posistive and negative effects of the canal. With much concideration of the information we found today, I concluded that the Erie Canal was generally a positive step for our country. Geographically speaking, the canal made travel west both easier and quicker, not to mention much cheaper. Towns along the canal grew and good fertile land was being sold and developed. Although it did have negative effect on the surrounding land and caused certain amounts of pollution, the canal caused several geographic improvements. Economically, it made jobs. When people are working the economy thrives. Not to mention the thousands of businesses that flourished due to the canal. Towns along it got revenue from passing travelers and it made for the developement of many new industries such as bridges and tolling. The easier transport of merchandise allowed businesses to thrive, and the entire venture was very profitable for the government. Socially, with the creation of new jobs, many people were able to find work which in turn raised the quality of life for many. Although there was several disadvantages the canal wreaked, such as the spread of disease and undesirables traveling through towns the canal brought great benefit to the people in New York and the county.

Snap debate

Today we had a snap debate over the causes of the War of 1812. I was in the group that advocated for incitement. Incitement was when the British armed Amerindian's with weapons and ammunitions and instigated attacks upon American citizens on settlements along the western frontier. Impressing was a British policy where they would forcibly place American citizens into their navy. In total they kidnapped approximately 140,000 Americans and acted on the ideal of "once a British citizen, always a British citizen." The Chesapeake Affair, was when a British ship attacked a U.S ship in the Chesapeake bay and captured American citizens. This act violated American sovereignty and basically added a new level of violence to impressment. Orders in Council restricted trade between France and the rest of the world, acting in retaliation to Napoleon's Continental System. Britain's navy was far superior and this ended up with a win for Britain. After analyzing a source document each of the four groups had to try and convince the others that their event was the most important. After everyone went, I still believed that Incitement held the most important as it was occurring on our soil and most directly effected American citizens. However several people did switch after hearing all the arguments, most switched to ours. I found this was a very helpful lesson and a fun way to learn. It combined finding knowledge, applying it and then personal opinion. I really enjoyed it and would like to do it again!

Diary of the Corps of Discovery 4.1.13

Myebook - The Story of the Civil Rights Movement

Myebook - The Story of the Civil Rights Movement

Civil Rights Personality: Tommie Smith

http://funnyfames.com/images/tommie-smith-10.jpg

http://www.spartacus.schoolnet.co.uk/CRsmithT1.jpg

http://socialistworker.co.uk/chimage.php?image=2008/2123/tommie_smith.jpg

http://simonhickson.files.wordpress.com/2008/12/tommie-smith-john-carlos.jpg?w=460

http://todayinafricanamericanhistory.com/wp-content/uploads/2011/06/tommie-smith.jpg

http://i3.mirror.co.uk/incoming/article930226.ece/ALTERNATES/s615b/Tommie+Smith+and+John+Carlos

http://as.sjsu.edu/legacy/img/TS.jpg

http://as.sjsu.edu/legacy/tommie.htm

http://www.tommiesmith.com/
dedication to Tommie Smith by Claude Harris Jr

Class Summary 3.18.13

In the previous lesson, we learned about the freedom rides. In May 1961, the Committee on Racial Equality (CORE) decided to test the Supreme Court ruling that prohibited segregation on interstate bus travel. This movement, which was supposed to take participants from Washington D.C. to New Orleans, LA became known as the Freedom Rides. Three white men and three white women, along with seven African Americans boarded two buses headed south on May 4, 1961. In Anniston, AL, the first bus was met by an angry mob who tried to break in the bus and successfully slashed the tires. When the bus was forced to pull over on route to Birmingham due to flats, the mob followed the bus and chaos ensued. The mob of 200 men threw fire bombs into the bus and proceeded to beat the demonstrators as they fell out of the bus door. When the second bus arrived in Birmingham, the same occurred. Local police gave men 15 minutes to do "what they could" before they would have to interfere and break up the beating. The trip was forced to stop in Jackson, Mississippi, short of the New Orleans goal and President Kennedy provided Federal Marshalls to protect the freedom riders.

Today, in four groups, we studied the actions of Martin Luther King Jr and Malcolm X. After the investigation of one of the leaders, we assembled in groups of four, each with one of the four documents to compile a general knowledge of the two public figures. King, arguably the most influential leader of the Civil Rights movement, was the President of the Southern Christian Leadership Council (SCLC). He organized numerous marches, rallies, and strikes to bring attention to the discrimination against minorities. He preached for nonviolent protests and urged demonstrators to act with love and with God. Malcolm X, member of the Nation of Islam and the founder if the Organization of Afro-American Unity, believed that violence was the only way to gain independence and that they should not try to integrate with whites. The two demonstrated the opposite sides and approaches to the Civil Rights movement.

Class Summary 3.14.13

With a substitute, we watched a documentary which gave a general summary of the events that occurred during the Civil Rights movement. By the end of the end of the video, there were two questioned that prevailed in my mind. First, why, after having two men (Mylum and Bryant) being found innocent for the murder of Emmett Till and weeks later admit to the crime in the press; were whites still willing to stand behind segregation? How were they able to continue to push for white supremacy with such monstrous acts occurring? Secondly, why is it that Martin Luther King Jr. had to ask African Americans that when desegregation finally came that blacks go into situations with a sense of reasonableness? Why, after the hell they were out through were such things being asked of them? I have found myself struggling while learning about these events, completely consumed by disgust over what occurred in our country.

Following the movie we discussed sit-ins, which were the most effective tactic of the Civil Rights movement. The Student Nonviolent Coordinating Committee (SNCC) gave young African Americans the oppertunity to make decisions about the direction the movement was headed. In Greensboro, NC on February 1960, four black students sat at a segregated lunch counter at Woolworths store. Angry whites poured condiments over the demonstrators, even dropping lit cigarettes down the backs of the demonstrators shirts and dressed. after King showed his support of these demonstrations, more than 70,000 students participated in sit-ins in 1961. This form of nonviolent protest occurred throughout the 1960's.

Class Summary 3.13.13

Following the decision made in the Brown v. The Board of Education, 9 African American students were set to attend Little Rock Central High School in Little Rock, Kansas. In the fall of 1957, Governor Orval Faubus declared that he could not keep order if forced to integrate the all white school. He posted Arkansas National Guard troops at the school and instructed them to turn away the nine African American students. Outside the school, a mob of angry protestors gathered to prevent the students from entering. Eisenhower placed the National Guard troops under federal command and sent soldiers to Arkansas to protect the students. A guard had to follow each student throughout the day in order to ensure the child's safety. Only one out of the nine students would graduate that spring.

Throughout this time period, small, non-violent protests were taking place all throughout the south. However, as more people pushed for change, the more whites tried to cling to the past. Local police and government officials cracked down on civil rioters, jailing many and beating them down at every opportunity.

Class Summary 3.7.13

The murder of Emmett Till is arguably the catalyst for the Civil Rights movement. At just fourteen, Emmett went down south with his uncle to work in the fields for the summer. Before leaving, Mamie Till, Emmett's mother tried to teach him the ways of the South. Explaining how careful African Americans had to be, stating "anything can happen to anyone at anytime." After stoping at a local store one hot afternoon and making a suggestive comment to the white female store clerk; Emmett was kidnapped and beaten to death. He was beaten so badly and was so disfigured, he could only be identified by the initialed ring he wore on his pinky finger. After the accused were decided innocent and the young boys body was shown publicly, African Americans every where felt as if they were under attack. It was the necessary spark that drove people to action.

Following this tragic event, we learned about the Montgomery Bus Boycott. After dissecting the movement, we found a general claim of why it was so successful. First, the boycott attacked white economic industries. Most importantly, it was the being of the non-violent protests which would prove to be very successful. The fact that it was an organized effort , with continued support and dedication , dealt with orderliness and discipline went a long way to the success of the boycott. Factors such as car pools, the Highland Folk School, and the fact that it was a spiritual movement based on a moral ethic went a long way. This first success launched many more movements to follow.

Class Summary 3.5.13

Once again, it's been too long. Since I wrote last we have dug further into our civil rights unit. We started looking at the major faces of the time period: Booker T. Washington, who believed equality would take time and that African Americans should learn a trade, earn money, and that from this they will gain the respect of whites. Second, is W.E.B. DuBoise who wanted equality immediately, and believed that if changes were not made, blacks would always be inferior to whites. He also was the founder of the NAACP. Lastly, is Marcus Garvey, who was a major activist for black nationalism, who preached for separation and the return of African Americans to their home land. With Garvey's leadership, and the UNIA there was a major migration of blacks from the south to the north. Eventually, Harlem became a center for African American culture to flourish.

After this, we began our investigation of the Scottsboro trials, the arrests and convictions of 9 young, African American males accused of assault and rape on a train ride to Paint Rock, Alabama. After, many, many trials and debates, 6 out of the 9 were convicted. Many of the convictions ending with life in prison.

Today we look a look at segregation in the south, the idea that was allowed after the Plessey v. Ferguson case, passed by the Supreme Court; stating that segregation is illegal as long as the separate facilities are equal. As we all know, this was not the case. Especially in regards to education. This was the bases of the Brown v. Board of Education case in which the Supreme Court agreed to hear arguments of five separate cases, all regarding the constitutionality of segregation in schools, all under one collective case title. In the end, the courts did decide that segregation in schools is unconstitutional and that the desegregation of schools must commence "with all deliberate speed." Not quite the win activists were hoping for.

Class Summary (FINALLY)

I am back from the dead! A brief explanation for my long absence can simply be summed up with the facts of plagues and school vacation.

We finished the Reconstruction unit with a group RSA Animate-style project, labeling the radical republicans attempts a success or failure. In the end, it was decidedly a failure after the assassination of President Lincoln and the inauguration of Andrew Johnson. Following suit is Congress's inability to enforce the 13th, 14th, and 15th amendments with the institution of black codes and Jim Crow laws. Along with the KKK and the establishment of institutions such as sharecropping; African Americans once again received the short end of the stick.

Upon our return from winter break, we have divulged into our Civil Rights units. We began with the dispute between Booker T. Washingtons ideas of African Americans new place in society and W.E.B. DuBois vehement disagreement with the belief that change had to begin straight away or else it never will.

Today we studied Marcus Garvey, the founder it the UNIA, a radical leader with the belief that black people should have a country of their own where they should be given the fullest opportunity to develop politically, socially, and industrially. Basically he was the preacher of black nationalism. We compared these with other documents of the times which depicted the controversial intensity of this issue as Garvey notably denounced the idea of social equality and the integration of the races. This definitely conflicts with the attitude of civil equality many African Americans possessed. Undoubtably, Garvey's ideas had underlying truth. Truth that it is possible that blacks will never be socially equal to whites, so why not move back to their homeland and start over? This is a very important question that I am sure we will delve into deeper in the coming weeks.

Class Summary 1.30.12

Yesterday, we looked at the amendment to the Constitution that abolished slavery in this country forever. (Amen!) There is five sections in the amendment but the general jist of it is that people born in the United States are automatically citizens and citizens of the state that they reside in. Also, no state shall create or enforce laws restricting rights of citizens. All citizens get equal treatment, enforceable by congress. This goes hand in hand with the rights African Americans acquired during the reconstruction as they began to vote, buy property, go to school, start businesses and run for office.

Today we used our textbooks to read and discuss the major plans for reconstruction. First was Lincoln's Ten Percent Plan, which unfortunately lost all hope of being passed with his passing, which went somewhat easy on the south but mainly wanted the Union back together. Johnson's plan went very easy on the south but generally wanted the Union united once again. The most punishing of confederates come from the Reconstruction Act of 1867 pushed by the Radical Republicans that wanted to punish the south, help ex-slaves, and add to the power of their party. Putting their desire for personal success, my plan for reconstruction would basically mirror the radical republicans. The south deserved some punishment as well as a major reconstruction of social ethics. Like they say "there's no time like the present."

Class Summary 1.28.12

Last Friday we spent the class learning about... THE ASSASSINATION... of our beloved Abraham Lincoln. The event, organized and executed by John Wilks Booth, one of the great actors of his time. His original plan was to kidnap Lincoln, believing they could exchange him for Confederate prisoners of War or end the war entirely. As the war ended before they could execute their plan. Oppertunity arose when the President and his wife enjoyed a night out at the Ford Theater, observing the English play, "Our American Cousin." After killing the President and escaping, he took with him the south's only hope for an easy ride back into the Union. Wilks was captured two weeks later, on the run, trying to get deeper south.

Today, we spent the period in the computer lab learning about the time period after the Civil War. Southerners were extremely resentful and angry, and channeled that anger onto the African-Americans, who they believed were the source of all their troubles. To do this they started producing laws reffered to as "Black Codes" restricting blacks freedoms, such as their right to property, live in certain areas, carry firearms, and ublically assemble. This was only the begining to a long and violent road.

Winnie the Pooh Post 1.24.13

After a conversation was sparked in one of Mr.Boyle's American Studies honor class about Winnie the Pooh, he requested that we look through the list of characters and their descriptions and choose the one we believe we are. After much debate i have settled to think that I am most like "Kanga." She is described as, "Kanga is a gentle kangaroo and mother to Roo. She is good-natured and always ready to take care of the other animals. This role has one solo singing line and is perfect for a performer with a lot of heart." After taking the short test that would deliver me to my soul character, i was matched with "Rabbit," which they describe as, "You are Rabbit. You are clever, intelligent, and level-headed. You have close, loyal friendships, but you have a bit of a short temper when the people around you act foolishly." I Greatly agree with this character description as it greatly matches one that someone would give for me. The miss-match occurred from the difference in description between the two sites but overall I am quite happy with my result. I think of myself as intelligent but recognize that I have a short temper with those who make bad decisions or act foolishly. However, I am fiercely loyal to my close friends.

Class Summary through MId-Term Week 1/18

This week have been an overall busy and stressful week, and I am glad it's over. We started the week, with two days of review; refreshing our memories with the topics we learned about so far this year. From Wednesday on, we had two exams per day and am happy to report... I PASSED!

Class Summary 1.9.12

Yesterday and today we took power point notes on the new military strategy of the Union and the final moments of the war. With wins at Gettysburg and Vicksburg, the war had reached its turning point in the Union's favor. This meant that the "Anaconda Plan" of Winfield Scott was working. From there on, William T. Sherman led his troops on the "March to the Sea" which left a trail of destruction behind them as the general introduced the "total war" mentality to his troops. They burned crops, killed livestock, consumed supplies, and destroyed anything that could potentially aid the confederates. As Sherman had captured many southern stronghold the "anaconda" was slowly but surely tightening its grip on the south. After Sherman's troops marched into Richmond on April 3rd the fate of the confederacy was nearly sealed. General Lee, believing that more fighting would only bring more devastation to his country then he could bear. So, he met with General Grant at Appomattox Court House and on April 9th, 1865 the civil war was officially over.

Class Summary 1.7.12

Last Friday and Today we spent the classes learning about Robert Gould Shaw and the 54th Massachusetts Regiment and their valor at the attack of Fort Wagner. The confederate fort protected the entrance to the Charleston Harbor and the only way to reach it was by a sixty-yard wide stretch of beach that provided a wide open field of fire for the confederates. This regiment was the first, fully African-American regiment to fight in battle. Shaw led his troops up the sides of the fort and continued with hand to hand combat in their attempt to take the fort. While ultimately the 54th Regiment failed to take the fort, they did improve the perception of African-American soldiers and their heroism encouraged other blacks to fight .

Class Summary 1.4.13

Continuing our work in the Civil War unit, yesterday we looked at the Gettysburg Address and how the focus of the war changed. It went from protecting "liberty to all" and keeping the union together to a war abolishing slavery. This was more heavily confirmed by the Emancipation Proclamation and the use of African American as soldiers to aid the Union. Today, we looked at the Robert Gould Shaw Memorial and the advances the new addition to the Union forces the African Americans made. The first all African American fighting unit was the 54th Massachusetts Regiment, who made their heroic mark on history at the attack of Fort Wagner.