By learning through historical movies such as Glory, and 12 Years a Slave, which accurately focus on the most significant parts of pre-Civil War US history, you are able to attain a more in-depth understanding of the matter as you are provided with a first-hand view, as well as being more engaged and interested. Supplemented by research, a student can gain fuller insight into real events, develop greater analytical abilities, as well as understanding attitudes typical to certain figures, allowing you to empathize to further ideas.

In order to gain all the advantages provided by movie based learning, a critical process is making sure that information is legitimate, which in itself is a great learning experience. After watching 12 Years a Slave, the first thing I did was search for primary documentation to compare to the movie, allowing an opportunity to validate and reinforce information learned, as well as discovering new information. 12 Years a Slave very accurately depicted many major points surrounding slavery such as master/mistress-slave relations and slave family hardships. In the movie, the main character Solomon North is separated from his family and fights to find them. The movie also contains scenes of mother and children being separated from one another. After researching the topic of slave family separation, I came across numerous primary sources and documentation of many families being separated. One source found was a newspaper article in the Colored Tennessean of a child searching for his mother after being separated for decades, “Information is wanted of my mother, whom I left in Fauquier county, Va., to Saml. Copland. I formerly belonged to Robert Rogers. I am very anxious to hear from my mother and any information in relation to her whereabouts will be very thankfully received” (Colored Tennessean Newspaper October 7, 1865). This is one of many similar newspaper ads I found that matched up to the circumstances of the slaves in the movie who were separated from their families,  but it also was able to give me more information by helping me empathize with the authors as they were once were real people. After finding these newspapers, I realized that there will be many other sources which will allow me to better understand the slave’s hardships.

I then found a slave’s narrative regarding mistress-slave relationships. Patsy, a young slave girl from 12 Years a Slave, was raped by her Master but was severely tortured and blamed by her mistress. I was once again able to find numerous narratives almost identical to the situation depicted in the movie, "Maria was a thirteen-year-old house servant. One day, receiving no response to her call, the mistress began searching the house for her. Finally, she opened the parlor door, and there was the child with her master. The master ran out of the room, mounted his horse and rode off to escape, 'though well he knew that [his wife's] full fury would fall upon the young head of his victim.' The mistress beat the child and locked her up in a smokehouse. For two weeks the girl was constantly whipped. Some of the elderly servants attempted to plead with the mistress on Maria's behalf, and even hinted that 'it was mass'r that was to blame.' The mistress's reply was typical: 'She'll know better in the future. After I've done with her, she'll never do the like again, through ignorance'" (A Slave’s Narrative, Page 132). By reading this, I was able to see the unfortunate accuracy in the movie  and was able to realize the extent of the horridity in the situation by gaining a deeper insight into the reality of the story.

This same process or researching to validate the film was carried on with the movie Glory, and I noticed that the knowledge outcome was similar. Glory depicted many scenes showing the harsh realities of the war,  as well as the adversity that comes with being an african-american soldier. Reading descriptions of this from a textbook does not provide the same impact as visualizing it first-hand. By being able to see the accurately depicted gory scenes whether it be on the battlefield or the unfairness towards these men, you are able to get a better understanding of the true circumstances by seeing emotions play out on the screen. One primary source narrative I read regarding the lack of shoes amongst african american soldiers causing foot rot was described as, ““If you have never had trench foot described to you, I will explain. Your feet swell to two to three times their normal size and go completely dead. You can stick a bayonet into them and not feel a thing. If you are lucky enough not to lose your feet and the swelling starts to go down, it is then that the most indescribable agony begins. I have heard men cry and scream with pain and many have had to have their feet and legs amputated. I was one of the lucky ones, but one more day in that trench and it may have been too late.”  (Harry Roberts, Letters from the Trenches). Although this description is vivid, being able to actually visualize the emotions that go along with it is crucial into being able to empathize with the soldiers.

Along with the ability to empathize with these historical figures, as well as the information that comes with researching to find validation in the film, you further develop your analytical abilities. This comes naturally by using this process of research linked to the movie because thinking in an analytical fashion is necessary in creating questions to research, in hopes of finding the similarities and differences between the movies and reality.

Sources:

Reel views article, Historically Accuracy of Glory

I used this source as a starting point to see other people's opinions on whether or not they believed Glory is historically accurate

NYTs article, Historical Accuracy in 12 Years

I used this source as a starting point to see other people's opinions on whether or not they believed 12 Years a Slave is historically accurate

Bowdoin University - Slave Narrative

This source was used for information on Mistress-Slave relations, provided primary source evidence (quotes from Slaves Narrative)

Now and Then article on slavery's affect on families.

This provided information on how slavery affected African-American families

Rogerebert article on life as a black soldier

Life in the ranks as a black soldier

Rogerebert article life as a black soldier

This review helped determine the historical accuracy of Glory along with Trench Foot

History Engine article as Plantation Mistresses

This was about how Plantation Mistresses acted

How Mistresses treated Slaves

This contains accounts on plantation mistresses lashing out

Entertainment Time article on how Mistresses treatment of slaves

Accuracy of 12 Years a Slave

Virginia.Edu primary source journal writing

A primary source narrative on masters

19th-century missing-person advertisement

Master whipping slaves

Mother and Children Slaves being separated

Slave mom being sold and separated from child

Trench Foot

Reflection or Paraphrase Practice.

           Through the process of paraphrasing and quoting, I have learned that it is a great strategy to fully understand a certain text or essay because it requires you to place the text in your own words which can't be done unless you understand the reading. Quoting and paraphrasing should be used when presenting evidence from a source.
            Quoting should be used if the passage has a detail or opinion that you would like to argue, and by including the quote you show that you are not misinterpreting or trying to force an opinion. It should also be used if there is something that needs to be included in a paraphrase that is too important to take out, or if you want to show that others support your opinion by quoting their thoughts on the matter.                          
           Paraphrasing should be used when you want to take the information out of a paragraph, but need to rewrite it so it becomes more relevant to your paragraph and writing style. It is also used when you want to quote something that is far too long to place into your writing, as it might confuse the reader or take away from your writing with irrelevant details.



This is what I learned today:
Only use a direct quote when it adds power and style to my writing.
Always make it clear, from context, that i understand the full meaning of the quote.
Whether I quote or paraphrase, I must always be transparent about the source and how I'm using it.
If I use another author's exact words or phrase, to any extent, I have to ouse quotation marks and give credit.
If I use another author's presentation of facts or ideas, but put their ideas in my own words, (paraphrase) I better have a good reason for doing so, and I MUST give credit.
Hyperlinking is so easy, there is no excuse for not being transparent about my sources. 

Practicing Incorporating a Quotation

I thought the movie Glory was very well made, and captured certain imagery of the Civil War greatly.  Kevin M. Levin, author of Civil War Memory says, "The movie does a very good job of addressing the discrimination faced by the 54th Massachusetts as well as their heroic performance at Battery Wagner in July 1863." This statement describes the plot of the movie more or less, and the points that were trying to be achieved. The producer of this movie did a great job of addressing the discrimination faced by the 54th, by showing contrast between white and black soldiers whether it was about not letting them fight, extensive manual labor, or the pay cuts. The heroic performance at Battery Wagner was shown perfectly through the still frame of the soldiers fighting that looked like a monument, as well as showing all of the war using graphic detail to give the full impact of what they were faced with. Then, finally showing the majority of the Unit lying dead in the ditch with no shoes, including those who had major differences who had put all aside to fight even thought they knew they were not being payed fairly. The movie ends with the audience being informed that the heroic scenes we had just witnessed led to the recruitment of all those men which changed the war, which captured the full impact of what the 54th unit truly did. 

Paraphrase Practice

Civil War Memories Film Review
"The “pay crisis” is depicted in that wonderful scene where both Shaw and his men tear up their vouchers after learning that they are to be paid under the terms set out in the Militia Act of 1862 – $10 for black soldiers as opposed to $13 for white soldiers. Unfortunately, the scene is used to highlight the evolution of Shaw’s identification with his men and is promptly dropped as an issue. Well, it was an issue throughout much of the unit’s history and it grew worse following the failed assault at Wagner in July 1863 and Shaw’s death.

My paraphrase
The Militia Act of 1862 stated that the pay for black soldiers would be $10, whereas the pay for white soldiers would be $13, causing Shaw and his men to rip their vouchers in an act of defiance.  The pay controversy is sadly not mentioned again, as the scene is solely used to show the character change of Shaw as he sides with his men. However, the situation did remain prominent and continued to deteriorate throughout the soldier's serving period following the floundered attack on Wagner and Shaw's death. 

This week, we focused on providing substantial evidence, surrounded by the topics of historical biases and the cotton industry. We learned to look for sources such as journal entries or letters, which can give an insight that has not been tampered with time or assumptions. These primary sources showed many things such as slave labor and cotton production per day, as well as writing or drawings regarding working conditions, actual slave trade, personal reflections about slave work ethic and more. I had a fair amount of existing knowledge that we have all learned throughout lower school and middle school about conditions of slaves, and a little about the cotton industry as well, but it all came from a textbook. However through other primary or substantial resources, I was able to learn a lot about the cotton jenny, and other mechanical methods of cotton production. The cotton jenny used 8 spindles or more simultaneously instead of 1 which for obvious reasons increased production rates. But through class discussions I learned the impacts of the cotton jenny. Following this same pattern, I learned facts about slave trade and labor, and through discussions I would learn the reasoning. For example, a major thing that stuck out to me was why a record of pickings would be kept. If an owner kept a journal, he could monitor which slaves picking rates are dropping, this way he can punish them. Likewise, if the rates are high and he is in need of money, he can trade the slave with the record of his good work. Without information from primary sources, the discussions that we would have had could result in being biased by previous knowledge. People who might have a grudge against a certain historical event or group of people, might embellish the facts and make it a story with details that draw a negative light towards that group of people, or make a certain event seem more horrific or greater then it truly was.