Blog #4 Triangle Shirtwaist Fire

The Triangle Shirtwaist fire was a horrific fire that occurred at a shirtwaist factory on March 2, 1911. The seamstress working there were chained in- presumably to ensure they were always working- and as a result where locked inside when the factory lit on fire. The fire claimed the lives of 145 women whom, according to the “Eyewitness” reading either succumbed to the fire or jumped from the building deciding a fall was better than flames. The fire is reflective of the progressive era due to it being a part of workers rights. Before the fire occurred the women had protested for an increase in wage and better working conditions, though while other protests succeeded theirs did not and they returned to work with the future of the fire waiting on them. The fire was not the first of industrial incidence and it will not be the last (even with today’s time in mind), but it occurred at the height of the reform efforts. While the trial proved futile in the attempt to charge the owners: Issac Harris and Issac Blanck, who were acquitted of the crime twice workers still sought justice.

After the fire, there was a shock, a disability, and wavering of faith in workers hearts, but that did not last long, they still demanded justice (which was hoped to be found through trial) and ensure that an event like the Triangle Shirtwaist Fire would never happen again; be that through law or policy. Greenwlad’s reading showed that the Union and its workers kept trying and citing the incidence using it as a passionate drive to further their goals. The fire acted as a call for support and unity furthering efforts everywhere. Especially since the trial put the women working at the factory in such horrible lighting. Through our discussion in class, we established that the defense attorney for the owners painted the women workers as dramatic and promiscuous; discrediting their statements and with a jury of all men who were to disagree? In my opinion, this fire also lept into women’s rights, are women not people who should be treated with respect, dignity and a right to live? This trial and fire questioned that and fit into the progressive era, with women’s rights, accordingly.

Blog #3 Primary Soures

The photo above was found by using the Digital Public Library of America after searching for: women* suffrage. The photo seems to be a photo  of a woman holding a ballet and pasted onto a blank canvas e is just outlined very well in the picture, either way, it is a tool to highlight the women’s boldness in protesting for her rights. It r
Philadelphia PA: Temple University Libraries. Accessed February 9, 2019.

The next primary source card photo is also on women’s suffrage. I also found it using the Digital Public Library of America It is a cartoon sketch card with a poem. It depicts a woman in front of a crowd and her dress has been printed with the words “Anti-Suffrage League”. The poem underneath states: “There was an old dame in a huff; ‘Women don’t want the vote,’ she cried; ‘Stuff!’ When they said, ‘But we do,’ she answered, ‘Pooh-pooh!’ I don’t – and let that be enough!'”. This depicts the inner conflict within women during the time period of suffrage. There where women against their own right to vote, deeming it would mess with society. “Gender and Women’s Studies Collection.” Browse – UW Digital Collections.;:term=GenderStudies.dh0043.bib:index&context;:recno=1:resultset. Accessed February 10, 2019.

Using the Library of Congress I found a primary source regarding reforming workers rights. The picture above depicts garment workers striking in union square taken between the years 1915-1920. What I learned from the information given in the website and from observing the photo is that this was a big movement. The crowd is at least a block and a half long. There are men and women alike on strike showing unity. What they hope to gain from the strike can only be guessed but, with that many workers protesting I would assume they had their terms met in the near future. “Garment Workers, Union Sq., Striking.” Planning D-Day (April 2003) – Library of Congress Information Bulletin. Accessed February 10, 2019.

The picture above was found also Using the Library of Congress the primary source depicts women workers. During and after the war women stepped up and showed you can do anything “the man” can do. This spurred on the women’s suffrage movement since they do as much work as men, why not have a voice as well. It is a powerful photo not only due to the significance of work but the women in the photo herself is doing what she can front and center during the war- working in the American Red Cross. “Member of the American Red Cross Wearing the Uniform Which Canteen Workers Use While on Duty. Increasing Numbers of American Women Are Working in This Volunteer Service That Adds so Much to the Comfort of the American Soldier.” Planning D-Day (April 2003) – Library of Congress Information Bulletin. Accessed February 9, 2019.

Using American Periodicals I found a primary source discussing monopolies. During the progressive era, a big topic was how this big bussiness ran the U.S Economy. The screenshot above is only a piece of a 20-page chapter on what is the pros and cons of a monopoly, how it affects economy positions. I understand the worry of monopolies during this time period and even now. When coming and living in America you think the sky is the limit and everyone has opportunities with monopolies in place it makes it feel like it is the opposite. “CHAPTER VI.: Rent, Profit and Monopoly Return.” American Economic Association. Publications (1886-1911); Baltimore, Vol. 3, Iss. 4, (Nov 1902). Accessed February 10, 2019.

I have learned that searching for primary sources can be fun, there are such a variety of formats to choose from. Primary sources can be photos, journal entries, and even books written within the time period. The use of asterisk and quotations when searching using the search bar proved very effective and really came in handy when finding my primary sources. I even tested it outside the databases and found google responded better when using those tools as well. I also realized that while it may be more accessible and less time consuming to find primary sources on the internet, I do not mind the idea of visiting the library in person or making photocopies of hard paper sources and digitizing them, there is something about feeling the work in your hands that appeals to me more. I also found I like analysing photos as much as I love annotating text.

Blog Post #2 Project Review

In my review of the project “Visualizing Emancipation” combining genres of an archive, teaching resource and essay, exhibit and digital narrative. It portrays tools to teach about emancipation by pinpointing events related to emancipation, secondary resources regarding emancipation with the help of a map. Those contributed to the to the information with resources programming and sources are the University of Richmond, National Endowment of for the humanities; We the People and the Digital Scholarship Lab. This could have been done in another media platform like a video or print but the use of a website style was inventive and had promise.

A clear audience of learners is present when viewing this project. The needs of the audience are presented well in the “about the project” menu listed in the picture below. The content is communicated only slightly well. The map pins pop up a little discombobulated and hard to read kind of needs updating as it is not very responsive. Though, once you go to the “about the project” which is in a more essay formatted and easier to navigate. After reviewing the Rosenzweig readings the design is dated, it displays the history well but needs to go through a metamorphosis the only Rosenzweig positives this project has is its interactivity and manipulability.

This is the example of the teaching resource and navigation menus

Example of the navigational bars as well as the information listed when you click on the “About the Project”.