The Crisis of the British Empire Essay - 1260 Words

The Crisis of the British Empire Beginning in 1754, two years later the French and Indian war spawned what is known as the Seven Years War in Europe. Attempting to gain control over the Ohio River fur trade, the North American French colonies in alliance with the American Indians attacked British troops along the western frontier. The war ended in 1763, forcing France and Spain to cede their regions of North America to the British empire (namely, Canada and Florida). This acquisition and the resulting withdrawal of Spanish troops weakened the escaped slaves defense in refugee camps stationed in the Florida bayous. By 1768, the British parliament had established multiple taxes on trade in the North American colonies and†¦show more content†¦African Americans used these concepts in their appeals for freedom. African Americans in the Revolution As the revolution began to spur talk of liberty and anti-slavery sentiment, African Americans were optimistic that this would enable the white patriots to realize that the institution of slavery contradicted their ideals. An instance of African American activism occurred in 1766 when a procession of slaves marched in Charleston, South Carolina. Throughout the low country of South Carolina and Georgia, large numbers of slaves continued to escape during the 1760s and 1770s. Since 1701 slaves had formally sued the courts for their freedom, but during the revolutionary era they relied increasingly on fundamental ideas of equality to support their cases. African American petitions for liberty also adopted these principles of equality. Neither were African Americans absent from revolutionary demonstrations; in 1765 black men protested the Stamp Act in Boston, rioted in 1768 against British soldiers, and fought alongside Crispus Attucks in the 1770 Boston Massacre. Black Enlightenment Both the Great Awakening and the Enlightenment contributed to the distinction of African American intellectuals during the late 18th century. Phillis Wheatley Phillis Wheatley arrived in Boston at around age eight during the year 1761. An avid reader, she rapidly learned the English language and was writing poetry by the time she turned thirteen. A compilationShow MoreRelatedThe British Empire And The Colonial Crisis854 Words   |  4 PagesThe British Empire and the Colonial Crisis Starting in 1754, the Seven Years’ war began and led up to a sequence of events involving the Parliament. The Parliament is the highest legislature in Great Britain and consisted of the House of Lords and House of Commons. The Parliament made three acts because of the Seven Years’ war, which affected the colonist greatly. The three acts made by the Parliament included the Sugar Act, Stamp Act, and the Tea Act. The Parliament made the acts to resolve issuesRead MoreThe Fall Of The Second British Empire1702 Words   |  7 PagesThe Second British Empire was once so large it was said that â€Å"The sun never sets on the British Empire†. The Second British Empire refers to British rule after 1783. Following World War I, the Empire was at its most powerful; the territories it held were almost one fourth of the earth’s surface, which consisted of 25 percent of the world’s population; approximately 448 million people (Dolan 1-2). However, following World War II to the late 20th century, the empire’s holdings had been severely dismantledRead MoreAssess the Significance of the Role of Individuals in Bringing About the Expansion and Dismantling of the British Empire in Africa in the Period 1870-1981983 Words   |  4 Pagesin bringing about the expansion and dismantling of the British Empire in Africa in the period 1870-1981 It seems rather farfetched at first glance that individuals have enough influence in events such as the expansion of the British Empire in Africa or on the other hand the dismantling of it. However once we look into the effect individuals such as Cecil Rhodes, who was one of the main figures in the expansion of the British Empire to southern Africa or Harold Macmillan who with one speechRead MoreThe American Of The British Empire1550 Words   |  7 Pagessuccession and control over the Spanish Empire, the American colonies sought independence from the British monarchy and government. The Americans wanted a completely new government, without a King or any form of monarchy. While the Spanish crisis was one of leadership, connection to other empires, a desire to avoid partition. The American crisis in government came about through the actions of the King, and the colonists questioning the authority of the British Parliament to rule over them. The AmericanRead MoreWhat Were the Main Causes of British Decolonization After World War Two?1791 Words   |  7 Pages5 million people under British rule outside of the United Kingdom. Today, the British Empire only consists of minute islands spread around the globe. Great Britain was on the winning side with both the United States and the Soviet Union, but it came out of World War 2 as a sick old man. Therefore, Great Britain’s empire began to crumble beneath its very own eyes. It seems irrational to think that a winning power would lose its empire, so what were the main causes for British decolonization? The firstRead MoreHow successfully did Britain secure its Interests in the Eastern Question from 1856-1902?1526 Words   |  7 PagesBetween 1856 and 1902 British aims were to secure trade routes, maintain the balance of power in Britain’s favour, have naval control of the Mediterranean and to safeguard India and North Africa against threatening powers such as France and Russia. These aims were fundamental to Britain at the time and heavily influenced British foreign policy including British involvement in the Eastern Question. Britain’s aims in the Eastern Question were to maintain the integrity of the Ottoman Empire as a buffer toRead MoreThe Factors Of Economics Was Or Was Not The Primary Reason For British Imperialism1198 Words   |  5 Pagesdestroying other civilizations in the meantime. In this case, we look at whether the factors of economics was or was not the primary reason for British Imperialism. Robert Huttenback believed that British Imperialism was a result from economic factor primarily. They thought â€Å"much, no doubt, remains to be said concerning the relationship between the empire and economics. but perhaps, when all is said and done, Cecil Rhodes came closest to summing the whole thing up when he said, not totally in jestRead MoreThe First World War as a Turning Point in Britains Relations with India790 Words   |  4 Pagesas many were wounded, it changed the political social and economic issues behind British politics in a way not seen since. To show that it was a turning point in Britain’s relation with India Britain’s relations with India before the war must first be explained. British occupation of India had seen the rise and fall of the East India Company, the Indian Mutiny revolting against the British Policy of Westernisation to be followed by the Policy of Appeasement; all thisRead MoreThe Catalyst for the First World War1679 Words   |  7 PagesAccording to the will of Bismarck, these numerous treaties allow Germany in an international crisis, to have maximum flexibility. 2) The Bulgarian crisis and the rise of instability in the Balkans In 1876, a large rebellion, supported by Serbia, Montenegro and Russia, raised in Bulgaria. The crisis turned into a war between Russia and Turkey, between 1877 and 1878, which ended in the defeat of the Ottoman Empire. The latter was forced to sign the Treaty of San Stefano on 3 March 1878 Bulgaria becameRead MoreThe Decline Of Colonial India1699 Words   |  7 Pages Colonial India was under the laws and jurisdiction of European colonialism for nearly 200 years. Starting from laws, the European jurisdiction was able to show off power through conquest and trade. A lot has happened since the arrival of the British in the global south, with the birth of the East India Company which led to the epidemic famine of 1770. Which caused an economic burst as well as rapid population decline. Due to laws and rules of the East India Company, The famine, in which only

Social Studies Essay Example For Students

Social Studies Essay Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume the office of citizen in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. .u4e7ab4523d027adb4641ec6b75dd7a15 , .u4e7ab4523d027adb4641ec6b75dd7a15 .postImageUrl , .u4e7ab4523d027adb4641ec6b75dd7a15 .centered-text-area { min-height: 80px; position: relative; } .u4e7ab4523d027adb4641ec6b75dd7a15 , .u4e7ab4523d027adb4641ec6b75dd7a15:hover , .u4e7ab4523d027adb4641ec6b75dd7a15:visited , .u4e7ab4523d027adb4641ec6b75dd7a15:active { border:0!important; } .u4e7ab4523d027adb4641ec6b75dd7a15 .clearfix:after { content: ""; display: table; clear: both; } .u4e7ab4523d027adb4641ec6b75dd7a15 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4e7ab4523d027adb4641ec6b75dd7a15:active , .u4e7ab4523d027adb4641ec6b75dd7a15:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4e7ab4523d027adb4641ec6b75dd7a15 .centered-text-area { width: 100%; position: relative ; } .u4e7ab4523d027adb4641ec6b75dd7a15 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4e7ab4523d027adb4641ec6b75dd7a15 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4e7ab4523d027adb4641ec6b75dd7a15 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4e7ab4523d027adb4641ec6b75dd7a15:hover .ctaButton { background-color: #34495E!important; } .u4e7ab4523d027adb4641ec6b75dd7a15 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4e7ab4523d027adb4641ec6b75dd7a15 .u4e7ab4523d027adb4641ec6b75dd7a15-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4e7ab4523d027adb4641ec6b75dd7a15:after { content: ""; display: block; clear: both; } READ: I only wanted To lie with my hands turned up and be utterly empty EssayStudents who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSSs Essentials of the Social Studies, it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges.