American Revolution Essay Exam 2 Essays - American Revolution

American Revolution Essay Exam 2 Essays - American Revolution American Revolution Essay Exam 2 American Revolution "I have a right to!". How many times have you said this or heard someone else say this? Where did this come from? Your rights started with the American Revolution (War for Independence). There are several cause for the revolution from the French and Indian War of 1754 to the First Continental Congress meeting of 1774. Remember though, where the Enlightenment and the Great Awakening had affected the way many Americans thought about government these events strengthened their new ways of thinking even more. "No taxation without representation", this famous line, I believe was one of the most important reasons for the war of independence. One of the problems that led to the separation was the fact that Americans were not represented in British Parliament. After the Seven Years War (French and Indian War), the British began taxing the colonists. Britain supported "virtual representation" (The concept of virtual representation was employed by Prime Minister George Grenville to explain why Parliament could legally tax the colonists even though the colonists could not elect any members of Parliament. The theory of virtual representation held that the members of Parliament did not only represent their specific geographical constituencies, but rather that they took into consideration the well being of all British subjects when deliberating on legislation. - sparknotes.com/history/american/prerevolution/terms.html) . Most of the colonies' leaders considered themselves Americans, not Englishmen or British citizens, and demanded to be represented in parliament. Essentially it meant, "No taxation by Parliament. No representation in Parliament. Let us run our own affairs." The Stamp Act Congress in 1765 argued this form of representation. The Stamp Act of 1765 required every colonists to pay taxes on all printed documents. Such as, licenses, commercial contracts, newspapers, and playing cards. This was basically an attempt by the British to collect money without having any consent of the colonial assemblies. American leaders and colonists, as we as I mentioned above did like the idea of this, and believed it was taxation without representation. Soon mobs began rising up in many colonies to go against the Stamp Act. The Sons of Liberty, the largest mob in Boston, burned the stamps, began terrorizing the stamp agents, and attacked Thomas Hutchinson ( he supported the stamp act when it became law). With the boycotting expanding, eventually repealed the Stamp Act in 1766. In June of 1767 the Townshend Revenue Acts were passed. This put a tax on American imports-paper, paint ,tea, and glass. Just like with the Stamp Act, again the Americans refused to pay this tax. When boycotting began and governors began closing the assemblies other colonies were drug into the struggle. Originally this had really only affected Massachusetts, but now that the assemblies were being closed it started affecting all surrounding colonies. This helped to bring about the unity between very different colonies. Now the other colonies were more willing to help boycott and revolt against the British. British soldiers that King George had kept in the colonies were patrolling like usual. The Americans at this point thought that the soldiers were there to take away their liberties and rights. So in 1770 the colonists began tormenting them by cursing or spitting on them as they walked by. Soon (a mob of dockworkers) "liberty boys" starting throwing rocks/snowballs at the soldiers and adults, finding this amusing, stood around insulting the soldiers. When the crowd grew larger the soldiers panicked. They fired into crowd. Five Americans were killed during this event and it soon became known as the Boston Massacre to the Americans. Many stories were told about what had happened, but the truth was lost in the propaganda that later came out afterwards. With the Boston Massacre being interpreted as the soldiers executing the five Americans, the colonists became infuriated and wanted to rebel. Not long after, the soldiers were removed and taken to Boston Harbor island. (Paul Revere, The Bloody Massacre in King-Street, March 5, 1770. Boston, 1770. (Gilder Lehrman Collection) The Boston Tea Party was a result of the Tea Act of 1773. The colonists once again considered this "taxation without representation". A group of angered men decided to dress themselves as Indians and dump the tea off of the ships and

Social-Emotional Development In A Child Of 4Yrs Ol Essays - Learning

Social-Emotional Development In A Child Of 4Yrs Ol Essays - Learning Social-Emotional Development In A Child Of 4Yrs Old Chapter 2- Social - Emotional Development The potential possibilities of any child are the most intriguing and stimulating in all creation. Ray L. Wilbur The typical four year old has a very good sense of humor. They love being silly and love to tell jokes that make others laugh. While observing Michael and the class having breakfast in the cafeteria, Michael and two of his friends were telling jokes. Boy 1: Knock! Knock! Michael: Whos there? Boy 1: Knock! Knock! Boy 2: He said whos there? Boy 1: Pizza. Michael: Pizza? Boy 1: Yeah I said pizza. Michael: Pizza who? Boy 1: Hmmm (pauses for a moment) I forgot. Boy 1, Boy 2, and Michael begin to laugh hysterically at one another. They are laughing so hard that other children around them begin to laugh as well. There are many different meanings for the term social development, but the one thing that is for sure is that it is a long and ongoing process This process begins in early childhood with self discovery and results in the ability to interact with others. During the social - emotional development of a four year old child, they are still continuing to learn about themselves. Their sense of identity includes knowledge that they are a boy or girl (gender) and a member of a particular family, racial, religious or ethnic group (Mitchell and David, 1992). However, their sense of self is unstable. Preschoolers are aware of how people feel about them. They want to please adults in their lives and look for approval and praise. Preschoolers are also developing new social skills. Friendships often have a momentary quality, although some friendships may be quite stable, especially if children have known each other for a long time (Pica, 1997). Play and social development go hand and hand. Play offers many opportunities to be with other children and to share, take turns, disagree, and compromise (Mitchell and Davis, 1992). Children enjoy each others company. While at play, they are increasing their self awareness, and are becoming more involved in cooperative play. Emotionally, children develop greater self awareness, characteristics, and actions. They are also able to predict the emotions of others. According to Huffnung (1997) children will develop empathy or the ability to appreciate the feeling of others and understand their point of view. If one child begins an activity, it is likely that his friends will want to follow along. Michael was sitting at the table in the cafeteria eating breakfast and he kept dropping his napkin on the floor because he knew that the college student would pick it up for him. Two other boys that were sitting with him saw what was going on and they started to drop their napkin on the floor also. This continued for a few moments until the college student yelled at the boys. She then began to ignore their behavior and eventually they stopped. Michael likes to play in a group with his friends. Michael, another boy and a college student were playing in the block area. They had a handful of different bugs and the college student suggested that they build a house for the bugs to live in. Michael and the boy went to get long blocks to start building the house. Michael: We need long blocks to build the house. Boy: Ok I will get them. Michael: Hey look! This can be a sliding door. Boy: We need to take the bugs out. Michael: Go over there and get those long ones so we can put them on top. A girl runs over from the snack table and sits down next to Michael. She grabs a bug and pretends to make it hop from one level to the next. Michael: Hey! What are you doing? Stop that were not done here! Boy: Yeah you cant do that. We need to build a house for the bugs to live in. Girl: Can I build with you? Michael: No! Girls cant build houses for bugs. No! College Student: Just because she is a girl Michael doesnt mean she cant play with you and help you make a house. Girl: Well hes not my friend anymore. Michael and his friend continue to build the house and do not pay attention to what the college student had said. The girl however did not get upset and she started building a house in a different area. Where she was building her house, Michael had an idea to build a road for the bugs to hop across. The road that they built connected the two houses together so that everyone could play. When