When Vinegar hill moved into the nineteenth century, people like Joshua Sands , a speculator and merchant, bought up land and started creating businesses. He imported machines from England and he also brought workers from there. Joshua Sands opened the rope walk industry on the waterfront. In 1801 the U.S. Navy Yard opened their first yard by Wallabout Bay, which became very active in the war of 1812. The first steam ferry came in on 1814 and was traveling from Vinegar Hill to Manhattan and that lasted for a long time, even though they had contradictions here and there. The Village of Brooklyn turned into the Town of Brooklyn in 1816 and it had grown in terms of housing and people. In 1827 different versions of the Hooker’s map came out. Brooklyn had a considerable growth of population during 1830-1840 when the lower Manhattan by the ferry stop became mostly commercial, so people were considering the other stop of the ferry in Vinegar Hill as a short commute. In 1834 Brooklyn changed its status again from Town of Brooklyn to the City of Brooklyn.
After couple of site and library visits we got in contact with lots of information and archives. My attention was captured by the Hooker’s New Pocket Plan of the Village of Brooklyn from 1827. Since then I decide to base my project in that map and analyse it. The map on the side has written the the most important public places and their approximate location since they didn’t have numbers for the houses to have and exact location. I will deliver a tree dimensional view of the massing on the whole map and the grid of it. Also, since the information on the map is placed separately based on their functionality, I will label and color-code these functionalities so they can be spotted right away from the map. I also will try to give them a shape based on some drawings of places that I found in our library visits. From that era we have only drawings since the camera didn’t exist yet. There are six rope walks in this map as well that aren’t part of the information given on the side of the map. So I will be focusing a part of my research on rope walks, and also a writing general information about them.
How do you view research differently after this class?
I used to look at research as such a tedious time consuming thing when it came to academic classes. I have always enjoyed researching jut not keeping track of what I came across. But now I view recording my research as something very important not only for me and the work that I do but for the individuals who will be taking my research a step further or to the next level, whether I know it or not, there may be someone who will be depending on my documented research. I am contributing to something much more bigger than I think.
How does a geographic viewpoint impact your approach to research and understanding of place?
For me personally, it makes it so much more tangible and so much more interesting because whether the history of a place is verbally or literally recorded there is so much history to it, and that creates so many layers of research to be done. With something like a geographic location, I would rather try to obtain as many oral stories as I could, not everything is written in the books, sometimes you have to create your own research method in order to answer your question.
Will you use (and seek out) primary sources in the future? Why or why not?
I definitely will be seeking out primary sources in the future. And I will be doing that because it is a very reliable source and there is never any speculation or anything skeptical about the credibility of a primary source. And I have also been working on my own website for almost a year or so, so primary sources will be very vital to include.
How can research in general, and place-based research in particular) be made more engaging?
Research can be made more interactive by first allowing the pupils to come up with any topic of their choice, unrelated to the course and allowing them to come up a number of credible sources then evaluating their sources in class, maybe in a game like way and testing their knowledge on how to determine if a source is reliable and credible.
1. How do you view research differently after this class?
After this class, I view research differently in many, many ways that I had never thought about before. My mind was restricted by “blinders,” and I did not know that there was a whole “new” world to explore, “at my very fingertips.” I learned that primary sources and archives are “right around the corner.” I have access to resources, materials, artifacts, sources, research assistance, and the list goes on. Now, I feel a greater sense of proficiency for doing research. A whole wealth of knowledge and information are available to me, and I have a more effective way for doing research from a whole new perspective.
2. How does a geographic viewpoint impact your approach to research and understanding of place?
A geographic viewpoint impacts my approach to research and understanding of place connects me with the physical world and the effects that something physical, like land and buildings, encounters through human’s influence. This new and “fresh” perspective had enabled me to be able to “swim” in an ocean of information, where I could only “walk” on land before. I can tackle more questions. I have more ways of viewing inputs of stimulus, by seeing connections where I did not see before. I have more ways to satisfy my curiosities. The are limitless possibilities.
3. Will you use (and seek out) primary sources in the future? Why or why not?
I will definitely use and seek out primary sources in the future. Primary sources are similar to having hard and undeniable facts in a sense. You get to the “source or root of your query,” the beginning of the cause. This is the place where your answer can be more accurately answered, with much less distortion and error. You are closer to the the “rumors” in the chain of dissemination of information. There are elementary exercises that show the way that messages are distorted from one end of a line of people to the other end. I remember this exercise very well. The information is much less likely to be distorted at the beginning of the line. You get the most accurate understanding. Primary sources are at the beginning of the line. They are the most accurate message.
4. How can research in general, and place-based research in particular) be made more engaging?
Research in general, and places-based research in particular, can be more engaging if students could focus in on a particular character or group of people to understand their view point(s). There is always the hindsight of seeing the effects of humanities’ influences, but “What were the thoughts, politics, reasoning, etc. for these effects?” “Was it truly political, environmental, sociological, unavoidable, etc.?” Knowing the true reason for an outcome is knowing the truth. This is a very simple statement, but it is a very powerful one. We need to find connections, not only simple physical connections, but also emotional connections. There is a more significant impact when we “feel” and experience the life of the person and/or place within a more substantiating context. We are not simply avoiding the biases of subjectivity with objectivity. We will always have subjectivity influencing our judgements and reasoning, and we have to learn to avoid inaccurate conclusions. So, let’s not try to avoid the subjectivity by focusing only on concrete evidence. Let’s embrace it and learn from it. We have to become more effective, critical thinkers and problem solvers, and allowing the full view of a topic will provide more variables that would lead to a more accurate conclusion, understanding, picture, etc. Connecting with our topic on an emotional (effective) level has a much greater impact on learning and motivation. When students finally connect with a subject, h/she will more likely value this research with the intentions of the learning objectives. (This is the main focus of motivation that I’ve learned in my Educational Psychology course. I am studying to be a public school teacher, and I am referring directly to lectures and reading on this topic.)