Recent orders
American Revolution
American Revolution
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Affiliation
Introduction
All the thirteen colonies that later become the United States of America were at first the colonies of Great Britain. Just before the American Revolution took place the people of these Colonies were tired with the British rule. From time to time, there existed discontent and rebellion amid the people (Egnal, 2010, p. 12). For those individual who think that the change the American government is a real revolution they are wrong as the change is an economic and social one. One of the reasons that the colonies were rebellious against England was the heavy taxation issue bestrewed upon them. Were taxation and discomfort amid the colonies the only reasons that the revolution took place? The below sections will highlight other reasons why the American Revolution took place.
The thirteen colonies disputed that the British had no legal power to overtax them, in addition, they wanted a representation if there were taxed but England could not offer this. This was the main cause of the American Revolution. Based on the Revenue Act of 1764 a constitutional agenda was discussed whether the King had the mandate to Tax the colonies. This later led to wedge in the dispute that finally freed the United States Colonies from Great Britain power. Taxation without representation that prompted the reasons of the American people against their mother country (England) (Hobsbawm, 2010, p. 23).
The response against taxation among the colonies was very rampant. Most articulate and powerful political and social groups in the population went against the rule that caused this taxation issue. Resolutions against the eve of taxation with any representation that on the view of the Americans was a threat to colonies liberties were passed. In 1765, all the representatives held a closed-door meeting for the first time to choose the best options to mobilize their people against interference in American issues and Affairs. From this time onwards, the Americans reached a point of no return. In November, 1773, at the Boston Tea Party, a reaction to the compromising Tea Act prompted a reaction among the colony representatives. The following year Continental Congress met for the first time and formed the “Association.” The body assumed the leadership of their mother country (England) and started domestic organizations to end Royal Authority. Many people opted to join the movement, thanks to the Association formed. Mobilization of the army and collection of suppliers began to take effect. The management of the Association was able to propel public concern into a revolutionary devotion.
The other reasons that the American Revolution took place is because of resource sharing. The British were known by taking resources such as minerals from the thirteen colonies without at accountability. Without the French assistance, the Americans would not have succeeded with their revolution because the Americans were not strong enough to fight the British alone. They had reliable and unlimited resources, as well as their army, were bigger and trained as compared to that of the USA. Thus, France supplied them with soldiers, Ammo and other resources needed. Despite the fact that the French assisted the Americans in bringing the British down, their biggest intention was to ensure the Royal territory was down as they were their enemies. Hence, the reasons why the Americans allied with the French to attain their revolution. This was another reason the American Revolution took place.
Despite the fact that the revolution movement was one of its own and brought various advantages to the people of America, not everyone was on its favor. This was evident in areas of varied ethnic cultures as well as those that were not liked the British Regime. The people of the middle colonies were unresponsive about the revolution (Young, 1976, p. 21). Amid those that supported change in the government framework or structure, not all who took part in the war favored violence. Members of regions, Quakers, and farmers from the middle and southern colonies opposed the use of force and violence and rather preferred compromise and discussion (diplomatic). However, the majority were in favor of the war. The unity amid the people was the main reason for their success.
Conclusion
Most of the revolutions that have ever happened in the world start with the eruption of violence that is caused due to extra demands from the government against its people. The American Revolution is an example of these revolutions. The congress was the leaders of the revolutionary war. This revolution was the first of its kind in history. The Americans demanded representation which the British denied, this prompted them to fight their colonizers. The Americans were able to set up their government after the war. Therefore, what was originally started to offer security for British Americans individual rights equal to the ones enjoyed by other Englishmen, this become the struggle for political independence. The revolutionary cause come from the challenge of legislative power. The will to have the power to manage their country started the revolution. The country gained independence from the England, and the United States was born.
References
Egnal, M. (2010). A mighty empire: The origins of the American Revolution. Cornell University Press.
Hobsbawm, E. (2010). Age of Revolution 1789-1848. Hachette UK.
Young, A. F. (Ed.). (1976). The American Revolution. Northern Illinois University Press.
American Revolution in The 19th century
American Revolution
Name
Institution
American Revolution
The 19th century was a period that the slave trade was abolished on an international platform. However, this action did not affect the slave trade business in the internal states of America. Many people continued enslaving individuals in their homes to carryout various chores such as house and farm works. African-American men and women were victims of slavery and suffered during the first half of the 19th century. It was during this period that the northern part of America was in disagreement about slavery while the southern region comfortably accepted it as part of their culture (Steele and Brislen, n.d.).
Many of the African-Americans in the southern region were kept as slaves doing house and farm chores for the ‘white’ Americans under minimum or no wage. The first half of the 19th century was a moment when industrialization was established in America. At this point, women were viewed as inferior beings in the society with house chores delegated to them while men went to work in the industries. Indeed, African-Americans were inferior to their employers, but so were the ‘white’ women to their husbands (Steele and Brislen, n.d.).
Unfortunately, the ‘white’ American men exposed some of the African-American women to sexual abuse (Parish, 2013). This was not a common occurrence to the ‘white’ women, although several had unfaithful husbands. Such men took the African-American women in as slaves, and some were their mistresses. Consequently, they ended up bearing children for these men. Additionally, some of these women used sex as a way of attaining freedom from their superiors. African-Americans in the north, unlike those in the south, had the opportunity to acquire formal education. During this period of the 19th century, women, whether ‘white’ or African-American, were inferior in the eyes of many. However, various opportunities emerged that changed the perception people had towards both African-Americans and women. These opportunities included emancipation and exposure to chances of attaining formal education. In turn, many of the affected individuals could have the opportunity to take up jobs in the industrial world, just like the ‘white’ American men.
References
Parish, J. P. (2013). Reader’s guide to American history. Chicago, IL: Routledge.
Steele, K. & Brislen, J. (n.d.). Women in 19th century America. Retrieved on 24 Oct. 2013 from http://womeninushistory.tripod.com/
Exceptional and special students
Exceptional and special students
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Professor:
Institution:
Course:
Date:
Using appropriate assessment strategies to research on the diversity of community dynamics especially with the needs exceptional and special students
Introduction
The increase in the cultural, ethical and even racial diversity has been observed in many of the schools since the wake of the twentieth century. This reflection is mostly featured in the classrooms of early childhood. Since it is in the early childhood periods that one gets to develop him or herself, the initiation and instilling of the proper values in the life of a child is of fundamental importance. In these early childhood classrooms, the reception of children with disabilities and victims of development delays are also increasing. This increase in the diversity of overall composition in classrooms has created a challenge. It has also presented many opportunities to educators who have been laid the responsibility to teach. With this present challenge, teachers make responsive classrooms to the diversity of the needs of every child by being given enough support from the parents, administrators and even from friends (Bailey, 1994).
I was involved in handling one of the schools that was in one way or the other fitting in this description as their classes were made of a composite of students. These students were diverse in their culture and some cases of exceptional and special students. This situation was a real challenge especially when dealing with them in a classroom setup of a mixture of students who had differences in their abilities in doing something. Considering the current situation of the classes that I was handling, it was mandatory for me to employ different strategies in order to make sure that every student understood from the different lessons I handled.
After carefully conducting an assessment of different students’ capabilities, by taking observing the records and documentations those students did throughout the term. Through this observation, I was able to know the way every student performed. I later used this information I collected to form the basis in my derivation of steps to be taken when dealing with students. In the action plan, in order to provide an accurate, fair and a respective image of the different capabilities of and progresses of the students, I had to pay a close interest especially to students showing exceptional and special needs.
In the assessment and implementation in a heterogeneous classroom, I had to rely on three things: knowledge of the strengths and interests of the student, what were the cultural setup of the student, finally the information of the development and learning of a child with respect to age and the normal characteristics of a human being.
Some of the special and exceptional students were the heterogeneous group. This group show detrimental impact especially in the identification of students from racial minority, which included language and different ethical backgrounds. These groupings were better known as having a characteristic of “lower” performance tracks. The challenge was to breach the gap that existed between the high and the low academic track groups. When it was time for group discussion, i grouped the students in a mixture of lower and upper performers which proved to be a working approach hence I recommended it to other teachers facing similar. I saw this important as often students with special and exceptional disabilities form isolated groups limited themselves from the real world hence lessening their opportunities in interact with other children (Banks, 1993).
In some cases where the student was no familiar with what I was explaining, I had to use the expression of the physical language in order to help them understand. This use of a second language different from the usual speaking was helping the lot of a student who had difficulties in hearing. They could relate the movement of the mouth with a certain object I could be referring. This served as a boost to quite some individuals (Banks, 1993 and Abdal, 1994).
In seeing that the curriculum used by the students is student friendly and disability inclusive, I took advantage of the inclusive curriculum which took care of the strengths and accommodated the needs that every student in the classroom that had special people with disabilities and development delays.
This curriculum also deals with the issue of classroom differences yet shared or similar abilities. Using the guidelines suggested by the curriculum, I was able to come up with a schedule of activities that introduced different ways of interacting with special and exceptional student. Through this, they were able to share and learn from each other. In one of the physical education classes, I trained a crippled student on his wheelchair on how to go through the steps of a dance. I used this strategy intentionally to counter the misconception and stereotype surrounding the disabled of what they can and cannot do (Abdal, 1994).
Conclusion
Therefore, to give proper instructions that will benefit every person including people with special and exceptional needs, one has to device a thematic way of going about it. This could include the revision in the way of doing things. This is only possible after one has conducted an assessment on the people and exactly known the conditions that will counter the situation.
References
Abdal-Haqq, I. (1994, June). Culturally responsive curriculum. ERIC Digest [Online]. Retrieved from <HYPERLINK “http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED370936″http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED370936>
Banks, J. (1993). Multicultural education for young children: Racial and ethnic attitudes and their modification. In B. Spodek (Ed.), Handbook of research on the education of young children. New York: Macmillan.
Bailey, D.B., Jr. (1994). Working with families of children with special needs. In M. Wolery & J.S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.