This chapter discusses the loosening of ties between Britain and its American colonies from 1750-1776. After over 70 years of neglecting tight control over the colonies, Britain began asserting more control through laws and appointing colonial governors. However, the British government was uncertain how much to interfere in colonial affairs. During this time of "salutary neglect", the colonies grew more autonomous and resistant to British authority. The French and Indian War further weakened British control as the colonies provided troops and supplies reluctantly. After defeating the French, Britain faced huge war debts and sought to tighten control over the expanded empire, but this led to disputes with the colonies over taxation and authority.
This document provides a summary of several chapters from a history textbook on the American colonies from 1685-1775. It discusses events like the Dominion of New England, the Glorious Revolution, various colonial wars with Native Americans and European powers like France and Spain, the growth of the slave trade and African population in the colonies, and increasing pluralism and diversity as emigration from Britain slowed and more Germans, Scots, and Africans immigrated to the colonies. It also describes the development of the colonial economy and its increasing integration within the British Empire through trade.
His 121 chapter 4 the imperial perspectivedcyw1112
This document provides an overview of royal control and governance in the British North American colonies from the 1600s to the 1700s. It discusses:
1) How the colonies were established under royal charters and continued as dependencies of the Crown, with officials appointed by the King.
2) How mercantilist policies like the Navigation Acts were enacted to regulate trade between England/colonies and restrict colonial commerce. Enforcement waxed and waned over time.
3) How the English Civil Wars and Glorious Revolution impacted control, and how the Dominion of New England consolidated royal authority for a time in the late 1600s.
4) How the period of "Salutary Neglect
The origins of the American Revolution can be traced back to the loosening of ties between the British colonies in North America and England in the early 18th century. This was due to Parliament gaining more power over the empire while the King's power diminished. Further strain was placed on colonial ties following the French and Indian War from 1750-1760, after which the British imposed new mercantilist trade policies like the Sugar Act of 1764 and Stamp Act of 1765 to raise revenue from the colonies. These acts antagonized colonists by taxing them without their consent or representation in Parliament, sparking widespread protest and fueling the growing colonial movement for independence.
The document provides background information on various events leading up to the American Revolution, including France and Britain battling for control of the Ohio River Valley through the French and Indian War. It discusses Benjamin Franklin's Albany Plan of Union, which proposed a loose confederation between the colonies for mutual defense, but was rejected. The document also covers European powers establishing forts in the Ohio River Valley to assert territorial claims, heightening tensions between France and Britain in the region.
The British began taking a more active role in managing the American colonies in the 1700s for economic reasons related to the prevailing theory of mercantilism. This led to tensions over taxation and laws passed by Parliament without colonial representation. Key events exacerbating these tensions included the French and Indian War, the Proclamation of 1763 restricting colonial settlement, the Stamp Act and other taxes passed in the 1760s-70s, and the Intolerable Acts passed in 1774 in response to the Boston Tea Party. The First Continental Congress was convened in 1774 to coordinate colonial resistance to these measures.
The document summarizes the government of the American colonies in the 1700s. Each colony had its own established system of self-government and elections based on English rights. Tensions escalated over British taxation, leading the colonies to form provincial congresses and the Continental Congress to coordinate protests against Britain. By 1775, all royal officials had been expelled as the colonies moved toward declaring independence and establishing independent state governments.
The document discusses several events that led to revolutions in the American colonies. It describes how the colonies experienced increased control from the British crown through appointed councils and governors, which angered many colonists. This tension grew as the crown demanded more taxes from the colonies. The document then examines the "Glorious Revolution" in Britain and how it impacted religious freedom for Protestants. It also discusses the crown's attempts at compromise with the colonies by accepting elected assemblies and repealing unpopular taxes. However, ongoing wars with France drained British resources and led Parliament to demand more control over colonial spending.
This document provides a summary of several chapters from a history textbook on the American colonies from 1685-1775. It discusses events like the Dominion of New England, the Glorious Revolution, various colonial wars with Native Americans and European powers like France and Spain, the growth of the slave trade and African population in the colonies, and increasing pluralism and diversity as emigration from Britain slowed and more Germans, Scots, and Africans immigrated to the colonies. It also describes the development of the colonial economy and its increasing integration within the British Empire through trade.
His 121 chapter 4 the imperial perspectivedcyw1112
This document provides an overview of royal control and governance in the British North American colonies from the 1600s to the 1700s. It discusses:
1) How the colonies were established under royal charters and continued as dependencies of the Crown, with officials appointed by the King.
2) How mercantilist policies like the Navigation Acts were enacted to regulate trade between England/colonies and restrict colonial commerce. Enforcement waxed and waned over time.
3) How the English Civil Wars and Glorious Revolution impacted control, and how the Dominion of New England consolidated royal authority for a time in the late 1600s.
4) How the period of "Salutary Neglect
The origins of the American Revolution can be traced back to the loosening of ties between the British colonies in North America and England in the early 18th century. This was due to Parliament gaining more power over the empire while the King's power diminished. Further strain was placed on colonial ties following the French and Indian War from 1750-1760, after which the British imposed new mercantilist trade policies like the Sugar Act of 1764 and Stamp Act of 1765 to raise revenue from the colonies. These acts antagonized colonists by taxing them without their consent or representation in Parliament, sparking widespread protest and fueling the growing colonial movement for independence.
The document provides background information on various events leading up to the American Revolution, including France and Britain battling for control of the Ohio River Valley through the French and Indian War. It discusses Benjamin Franklin's Albany Plan of Union, which proposed a loose confederation between the colonies for mutual defense, but was rejected. The document also covers European powers establishing forts in the Ohio River Valley to assert territorial claims, heightening tensions between France and Britain in the region.
The British began taking a more active role in managing the American colonies in the 1700s for economic reasons related to the prevailing theory of mercantilism. This led to tensions over taxation and laws passed by Parliament without colonial representation. Key events exacerbating these tensions included the French and Indian War, the Proclamation of 1763 restricting colonial settlement, the Stamp Act and other taxes passed in the 1760s-70s, and the Intolerable Acts passed in 1774 in response to the Boston Tea Party. The First Continental Congress was convened in 1774 to coordinate colonial resistance to these measures.
The document summarizes the government of the American colonies in the 1700s. Each colony had its own established system of self-government and elections based on English rights. Tensions escalated over British taxation, leading the colonies to form provincial congresses and the Continental Congress to coordinate protests against Britain. By 1775, all royal officials had been expelled as the colonies moved toward declaring independence and establishing independent state governments.
The document discusses several events that led to revolutions in the American colonies. It describes how the colonies experienced increased control from the British crown through appointed councils and governors, which angered many colonists. This tension grew as the crown demanded more taxes from the colonies. The document then examines the "Glorious Revolution" in Britain and how it impacted religious freedom for Protestants. It also discusses the crown's attempts at compromise with the colonies by accepting elected assemblies and repealing unpopular taxes. However, ongoing wars with France drained British resources and led Parliament to demand more control over colonial spending.
Hist 140 atlantic wars and revolutions 1. healyryanjohn24
The document contains summaries of several chapters from a history textbook covering the Atlantic Wars and Revolutions time period. It discusses the creation of the Dominion of New England under King James II, the growth of poverty in urban areas during the 18th century, the importation of over 1.5 million enslaved Africans to the British colonies, the growth of churches and congregations across the colonies, and Europeans' initial difficulties navigating and exploring the vast Pacific Ocean.
Chapter 5 Imperial Reforms and Colonial Protests, 1763-1774 WilheminaRossi174
The document provides background information on imperial reforms and colonial protests in the period from 1763-1774. It discusses the large debt Britain faced after the French and Indian War, and the steps it took to try and raise revenue, including passing the Currency Act, Sugar Act, and implementing tighter trade regulations. This led to unrest in the colonies, as the British government sought greater control over the colonies and their trade. Events like the Boston Tea Party and acts like the Stamp Act exacerbated tensions between Britain and its American colonies.
1. Kamehameha unified the Hawaiian islands through military force in the late 18th century, bringing a period of peace and prosperity.
2. During this time, the American colonies consumed around 10% of British exports as trade increased, allowing for a greater variety of goods and larger homes to be built.
3. King James II created the Dominion of New England to more strictly enforce trade laws, but this led to unrest as the governor challenged land titles and religious freedoms.
This document summarizes the political, social, and economic developments in Latin America, Britain, and British North America between 1714-1790 CE. Portugal and Spain established colonial empires across Latin America seeking gold, silver, and agricultural exports. Britain gained control over North America after the Seven Years' War and sought new tax revenues from the colonies, leading to tensions and ultimately the American Revolution for independence.
This document provides a checklist for assignments that students should be working on or have completed, including top ten identifications for Period 1, key concept graphic organizers for Period 1, and having read Chapter 2 of the Brinkley text. It also notes that the colonial brochure assignment is due on September 20th.
The document summarizes the key events that led to the American Revolution. It discusses how the British victory in the French and Indian War left Britain in large debts, leading them to impose taxes on the American colonies like the Stamp Act to raise revenue. This angered colonists and led to protests. Further tensions arose from acts like the Quartering Act and the landing of British troops in Boston. Events like the Boston Massacre and the Boston Tea Party increased tensions, culminating in the First Continental Congress and the colonists beginning to organize resistance to British rule.
In 1688, English subjects asked William of Orange to intervene against the Catholic King James II due to fears of a Catholic dynasty. William was eligible for the crown as the nephew and son-in-law of James II, and more importantly he was Protestant. Colonial officials tried to suppress news of the revolution but instead instigated their own revolutions in the colonies. King William then worked to resolve the colonial situations, removing proprietary power in some colonies and compromising to share power in Massachusetts between the royal governor and elected assembly.
Victory in the Seven Years' War left Britain with a large empire in North America but also a large debt, leading the British government to try to shift some of the financial burden to the colonies through new taxes like the Stamp Act and Townshend Acts. This exacerbated tensions between the colonies and Britain by reinforcing American political identity and exposing irreconcilable differences over political principles of taxation and representation, laying the groundwork for the American Revolution.
The American revolutionary war (1775 1783) (II)cati1garcia
The American Revolutionary War began as a result of tensions between the British colonies in America and the British government. The colonists were unhappy with high taxes imposed by Britain without any colonial representation in British government. This led to protests like the Boston Tea Party. In response, Britain passed the Intolerable Acts, further angering the colonists. Open conflict began in 1775 and the Continental Congress assumed leadership of the rebel forces. In 1776, the Declaration of Independence was adopted, declaring independence from Britain. After several years of fighting, the British surrendered to George Washington's forces at Yorktown in 1781, marking an American victory and the end of the Revolutionary War.
Week 3 notes from ProfessorNow onto this weeks material....the .docxjessiehampson
Week 3 notes from Professor
Now onto this week's material....the focus of this week's Discussion is the issue of Britain's sudden change in policy toward the North American colonies following the end of what scholars call the Great War for Empire in 1763. There was a change in the two most powerful positions in the Royal Government in London because of that War, with the ascension of George III to the Throne in 1760, and then selection of George Grenville as Prime Minister shortly thereafter. It fell to the new Prime Minster to deal with several crises that arose due to the War, including a youthful King with a temper, and a mental illness that would later incapacitate him for decades, the need to deal with a stressed economy whose national debt had nearly tripled during the War, and the growth of American colonial anger over almost every decision rendered by the Government in London. Grenville, to put it mildly, was not going to have an easy time of it. One other key problem hurt Grenville's attempts to address these troubles, and that was Britain's decision over the previous century to pass laws that were intended to govern colonial economics, but then ignore the enforcement of those very laws. The term for this inaction by the Parliament is Salutary Neglect, and it played a pivotal role in why the American colonists did not accept the sudden enforcement of laws which had actually been on the books for generations.
First came the Parliament's decision to place a restriction against American migration anywhere West of the Appalachian Mountains in 1763. This was not a punitive measure at all, but was intended rather to prevent the colonists from encountering either Indians or French settlers who had not yet left the region. The failure of the Colonial Militias to fight very well during the previous conflict left the British with serious doubts about the ability of those same militias to handle any trouble out on the Trans-Appalachian Frontier, and thus drawing the British into another costly rescue intervention. Remember, the Virginia Militia did not have permission from the Crown to launch the assault on the French at Fort Duquesne in 1754, and the resulting war had led to the deaths of 10,000+ British troopers/sailors in the global conflict that followed. It also led to a huge increase in the Government's debt, which they were now trying to avoid by using the so-called Proclamation Line of 1763. By halting any migration until the nation had recovered, and could create a plan that was coordinated and well-funded, the Crown felt it would benefit everyone in the Empire, including the American colonists themselves. Then came the new King's order that the American colonists must now pay roughly 1/3rd of the cost of Quartering British Troops in North America, and for Governing the vast new territory won at such a high cost. Note that the French withdrawal from the Ohio Valley country almost doubled the size of the territory owned b ...
The document provides background information on the French and Indian War (1754-1763), which was a colonial conflict between France and Britain in North America that was part of a larger imperial war between the two powers called the Seven Years' War. It discusses key events that led to the start of the war such as territorial disputes in the Ohio River Valley and George Washington's involvement at Fort Necessity. It also summarizes several major battles during the war including General Braddock's defeat at Fort Duquesne and the massacre of British soldiers at Fort William Henry.
The document discusses the events leading up to the American Revolution from the 1700s through the Revolutionary War in the 1770s. It describes how England's debts from the French and Indian War led them to impose taxes on the American colonies through acts like the Stamp Act and Tea Act. Tensions rose and the Boston Tea Party occurred in protest. The Intolerable Acts in response sparked the First Continental Congress and ultimately war between the colonies and Britain, culminating in American independence being recognized in the Treaty of Paris in 1783.
The document summarizes the development of self-government in the English colonies in North America from the 17th century onwards. It describes how King James II centralized control over the colonies but was overthrown in the Glorious Revolution of 1689. The colonies then reestablished their local governments. In the 18th century, the policy of Salutary Neglect under Prime Minister Robert Walpole gave the colonies more freedom to govern themselves and trade independently, strengthening the tradition of self-rule.
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
Please reflect on the relationship between faith, personal disciplin.docxSusanaFurman449
Please reflect on the relationship between faith, personal discipline, and political integrity. Explain how the Progressive movement and the New Deal Court transformed constitutional interpretation. Briefly give 2 illustrations of how government regulations and/or subsidies (legal plunder, perhaps?) channels behavior and/or distorts markets. 400 WORDS
.
Please read the following questions and answer the questions.docxSusanaFurman449
Please read the following questions and answer the questions
This unit's chapter discussed concerns about quality programming in the media. Different models for assessing culture were discussed:
1) Culture as a Skyscraper Model and 2) Culture as a Map.
Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
Is there anything you can think of that is “universally trashy”? Or universally in good taste?
On the whole, are Americans seen as having good taste? Why or why not? Is there a country/culture that always seems tasteful in its cultural products?
Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
.
PRAISE FOR CRUCIAL CONVERSATIONS Relationships ar.docxSusanaFurman449
PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
book that will make a difference in your life. Learn how to flour
ish in every difficult situation."
-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
of our systems, and our business, depends on crucial conversations
we have every day. Unfortunately, because our environment is so
technical, far too often we forget about the 'human systems' that
make or break us. These skills are the missing foundation piece."
-Maureen Burke, manager of training,
Coca-Cola Enterprises, Inc.
"The book is compelling. Yes, I found myself in too many of their
examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
"One of the greatest tragedies is seeing someone with incredible
talent get derailed because he or she lacks some basic skills.
Crucial Conversations addresses the number one reason execu
tives derail, and it provides extremely helpful tools to operate in
a fast-paced, results-oriented environment."
-Karie A. Willyerd, chief talent officer, Solectron
"The book prescribes, with structure and wit, a way to improve on
the most fundamental element of organizational learning and
growth-honest, unencumbered dialogue between individuals.
There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
-John Gill, VP of Human Resources, Rolls Royce USA
Crucial
Conversations
Crucial
Conversations
Tools for Talking
When Stakes Are High
by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
must cite it both in-text and on a works-cited page.
.
Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
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The document contains summaries of several chapters from a history textbook covering the Atlantic Wars and Revolutions time period. It discusses the creation of the Dominion of New England under King James II, the growth of poverty in urban areas during the 18th century, the importation of over 1.5 million enslaved Africans to the British colonies, the growth of churches and congregations across the colonies, and Europeans' initial difficulties navigating and exploring the vast Pacific Ocean.
Chapter 5 Imperial Reforms and Colonial Protests, 1763-1774 WilheminaRossi174
The document provides background information on imperial reforms and colonial protests in the period from 1763-1774. It discusses the large debt Britain faced after the French and Indian War, and the steps it took to try and raise revenue, including passing the Currency Act, Sugar Act, and implementing tighter trade regulations. This led to unrest in the colonies, as the British government sought greater control over the colonies and their trade. Events like the Boston Tea Party and acts like the Stamp Act exacerbated tensions between Britain and its American colonies.
1. Kamehameha unified the Hawaiian islands through military force in the late 18th century, bringing a period of peace and prosperity.
2. During this time, the American colonies consumed around 10% of British exports as trade increased, allowing for a greater variety of goods and larger homes to be built.
3. King James II created the Dominion of New England to more strictly enforce trade laws, but this led to unrest as the governor challenged land titles and religious freedoms.
This document summarizes the political, social, and economic developments in Latin America, Britain, and British North America between 1714-1790 CE. Portugal and Spain established colonial empires across Latin America seeking gold, silver, and agricultural exports. Britain gained control over North America after the Seven Years' War and sought new tax revenues from the colonies, leading to tensions and ultimately the American Revolution for independence.
This document provides a checklist for assignments that students should be working on or have completed, including top ten identifications for Period 1, key concept graphic organizers for Period 1, and having read Chapter 2 of the Brinkley text. It also notes that the colonial brochure assignment is due on September 20th.
The document summarizes the key events that led to the American Revolution. It discusses how the British victory in the French and Indian War left Britain in large debts, leading them to impose taxes on the American colonies like the Stamp Act to raise revenue. This angered colonists and led to protests. Further tensions arose from acts like the Quartering Act and the landing of British troops in Boston. Events like the Boston Massacre and the Boston Tea Party increased tensions, culminating in the First Continental Congress and the colonists beginning to organize resistance to British rule.
In 1688, English subjects asked William of Orange to intervene against the Catholic King James II due to fears of a Catholic dynasty. William was eligible for the crown as the nephew and son-in-law of James II, and more importantly he was Protestant. Colonial officials tried to suppress news of the revolution but instead instigated their own revolutions in the colonies. King William then worked to resolve the colonial situations, removing proprietary power in some colonies and compromising to share power in Massachusetts between the royal governor and elected assembly.
Victory in the Seven Years' War left Britain with a large empire in North America but also a large debt, leading the British government to try to shift some of the financial burden to the colonies through new taxes like the Stamp Act and Townshend Acts. This exacerbated tensions between the colonies and Britain by reinforcing American political identity and exposing irreconcilable differences over political principles of taxation and representation, laying the groundwork for the American Revolution.
The American revolutionary war (1775 1783) (II)cati1garcia
The American Revolutionary War began as a result of tensions between the British colonies in America and the British government. The colonists were unhappy with high taxes imposed by Britain without any colonial representation in British government. This led to protests like the Boston Tea Party. In response, Britain passed the Intolerable Acts, further angering the colonists. Open conflict began in 1775 and the Continental Congress assumed leadership of the rebel forces. In 1776, the Declaration of Independence was adopted, declaring independence from Britain. After several years of fighting, the British surrendered to George Washington's forces at Yorktown in 1781, marking an American victory and the end of the Revolutionary War.
Week 3 notes from ProfessorNow onto this weeks material....the .docxjessiehampson
Week 3 notes from Professor
Now onto this week's material....the focus of this week's Discussion is the issue of Britain's sudden change in policy toward the North American colonies following the end of what scholars call the Great War for Empire in 1763. There was a change in the two most powerful positions in the Royal Government in London because of that War, with the ascension of George III to the Throne in 1760, and then selection of George Grenville as Prime Minister shortly thereafter. It fell to the new Prime Minster to deal with several crises that arose due to the War, including a youthful King with a temper, and a mental illness that would later incapacitate him for decades, the need to deal with a stressed economy whose national debt had nearly tripled during the War, and the growth of American colonial anger over almost every decision rendered by the Government in London. Grenville, to put it mildly, was not going to have an easy time of it. One other key problem hurt Grenville's attempts to address these troubles, and that was Britain's decision over the previous century to pass laws that were intended to govern colonial economics, but then ignore the enforcement of those very laws. The term for this inaction by the Parliament is Salutary Neglect, and it played a pivotal role in why the American colonists did not accept the sudden enforcement of laws which had actually been on the books for generations.
First came the Parliament's decision to place a restriction against American migration anywhere West of the Appalachian Mountains in 1763. This was not a punitive measure at all, but was intended rather to prevent the colonists from encountering either Indians or French settlers who had not yet left the region. The failure of the Colonial Militias to fight very well during the previous conflict left the British with serious doubts about the ability of those same militias to handle any trouble out on the Trans-Appalachian Frontier, and thus drawing the British into another costly rescue intervention. Remember, the Virginia Militia did not have permission from the Crown to launch the assault on the French at Fort Duquesne in 1754, and the resulting war had led to the deaths of 10,000+ British troopers/sailors in the global conflict that followed. It also led to a huge increase in the Government's debt, which they were now trying to avoid by using the so-called Proclamation Line of 1763. By halting any migration until the nation had recovered, and could create a plan that was coordinated and well-funded, the Crown felt it would benefit everyone in the Empire, including the American colonists themselves. Then came the new King's order that the American colonists must now pay roughly 1/3rd of the cost of Quartering British Troops in North America, and for Governing the vast new territory won at such a high cost. Note that the French withdrawal from the Ohio Valley country almost doubled the size of the territory owned b ...
The document provides background information on the French and Indian War (1754-1763), which was a colonial conflict between France and Britain in North America that was part of a larger imperial war between the two powers called the Seven Years' War. It discusses key events that led to the start of the war such as territorial disputes in the Ohio River Valley and George Washington's involvement at Fort Necessity. It also summarizes several major battles during the war including General Braddock's defeat at Fort Duquesne and the massacre of British soldiers at Fort William Henry.
The document discusses the events leading up to the American Revolution from the 1700s through the Revolutionary War in the 1770s. It describes how England's debts from the French and Indian War led them to impose taxes on the American colonies through acts like the Stamp Act and Tea Act. Tensions rose and the Boston Tea Party occurred in protest. The Intolerable Acts in response sparked the First Continental Congress and ultimately war between the colonies and Britain, culminating in American independence being recognized in the Treaty of Paris in 1783.
The document summarizes the development of self-government in the English colonies in North America from the 17th century onwards. It describes how King James II centralized control over the colonies but was overthrown in the Glorious Revolution of 1689. The colonies then reestablished their local governments. In the 18th century, the policy of Salutary Neglect under Prime Minister Robert Walpole gave the colonies more freedom to govern themselves and trade independently, strengthening the tradition of self-rule.
Similar to HIS 131Roads to Revolution, 1750-1776Chapter 5I. A Loose (15)
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
Please reflect on the relationship between faith, personal disciplin.docxSusanaFurman449
Please reflect on the relationship between faith, personal discipline, and political integrity. Explain how the Progressive movement and the New Deal Court transformed constitutional interpretation. Briefly give 2 illustrations of how government regulations and/or subsidies (legal plunder, perhaps?) channels behavior and/or distorts markets. 400 WORDS
.
Please read the following questions and answer the questions.docxSusanaFurman449
Please read the following questions and answer the questions
This unit's chapter discussed concerns about quality programming in the media. Different models for assessing culture were discussed:
1) Culture as a Skyscraper Model and 2) Culture as a Map.
Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
Is there anything you can think of that is “universally trashy”? Or universally in good taste?
On the whole, are Americans seen as having good taste? Why or why not? Is there a country/culture that always seems tasteful in its cultural products?
Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
.
PRAISE FOR CRUCIAL CONVERSATIONS Relationships ar.docxSusanaFurman449
PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
book that will make a difference in your life. Learn how to flour
ish in every difficult situation."
-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
of our systems, and our business, depends on crucial conversations
we have every day. Unfortunately, because our environment is so
technical, far too often we forget about the 'human systems' that
make or break us. These skills are the missing foundation piece."
-Maureen Burke, manager of training,
Coca-Cola Enterprises, Inc.
"The book is compelling. Yes, I found myself in too many of their
examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
"One of the greatest tragedies is seeing someone with incredible
talent get derailed because he or she lacks some basic skills.
Crucial Conversations addresses the number one reason execu
tives derail, and it provides extremely helpful tools to operate in
a fast-paced, results-oriented environment."
-Karie A. Willyerd, chief talent officer, Solectron
"The book prescribes, with structure and wit, a way to improve on
the most fundamental element of organizational learning and
growth-honest, unencumbered dialogue between individuals.
There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
-John Gill, VP of Human Resources, Rolls Royce USA
Crucial
Conversations
Crucial
Conversations
Tools for Talking
When Stakes Are High
by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
must cite it both in-text and on a works-cited page.
.
Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
Please write these 2 assignments in first person.docxSusanaFurman449
Please write these 2 assignments in
first person view. No need for citation. Please give me two files, the first one is a
Short Paper(600-700 words); the second one is
Long Discussion(450-500 words).
They are all about Art and Politics in Renaissance Florence Period
1. Short Paper
Street corners, guild halls, government offices, and confraternity centers contained works of art that made the city of Florence a visual jewel at precisely the time of its emergence as a European cultural leader. In shared religious and secular spaces, people from the city of Florence commissioned altarpieces, chapels, buildings, textiles, all manner of objects – at home, interior spaces were animated with smaller-scale works, such as family portraits, birth trays, decorated pieces of furniture, all of which relied on patrons, artists, and audiences working with the beauty and power of sensory experience. Like people all over Europe, viewers believed in the power of images, and they shared an understanding of the persuasiveness of art and architecture. Florentines accepted the utterly vital role that art could play as a propagator of civic, corporate, religious, political and individual identity.
Select one or two of the test case studies [that is, talk about Cosimo or Lorenzo the Magnificent or Savonarola's impact on Florence or the new Republic under Soderini] from this Module on Art and Politics in Renaissance Florence, and explore your understanding of people in Florence, who was so alive to the power and communication possibilities in works of art, objects, and spaces throughout the city and beyond.
Word count:
600-700 words
No need for citations.
2. Long Discussion
In this longer discussion forum, create an initial post of
450-500 words that explores these key concepts;
In this discussion post, talk about the political and social messages that you can see in the various works of art commissioned by the Medici, all the while being aware of the debate that was circulating about power and religion. If the content of the work of art is religious, how does the work convey political messages?
a video that may help
https://www.youtube.com/watch?v=UAqE21zjQH4
.
Personal Leadership Training plan AttributesColumbia South.docxSusanaFurman449
Personal Leadership Training plan : Attributes
Columbia Southern University
Dr. Mark Friske
Current Issues in Leadership
LDR 6302-22.01.00
10/14/2022
Introduction
Personal leadership style
personal leadership style attributes
Characteristics of a democratic leader
Charismatic leadership style
Charismatic leader
Transformational leadership style
Transformational leader
Charismatic vs. transformational
Impacts of transformational leadership
Reflection
Personal leadership style
Democratic leadership style
Embraces diversity and open dialogue as core values.
The leader's role is to provide direction and exercise authority.
Commands respect and admiration from those who follow you.
Moral principles and personal beliefs underpin all choices.
Seek out a wide range of perspectives (Cherry, 2020).
Behaviorist theory is the one that fits my style of leadership the best.
Being the change you wish to see in the world is crucial, in my opinion. According to Johann Wolfgang von Goethe, "Behavior is the mirror in which everyone exhibits their picture." My main priorities are the well-being of the team members and developing effective solutions via cooperative effort.
personal leadership style attributes
Active participant
Each person is given a fair chance to speak their mind, and there is no pressure to conform to any one viewpoint.
Values other standpoints
I find it fascinating to hear the perspectives of others. To me, it's crucial that everyone in the team pitches in to find the most effective answer. To me, it's important to give everyone a voice on the team since they all have something unique to offer.
Characteristics of democratic leader
Attribute:
Talk About It
Subcontract Work
Get Other People's Opinions
Friendly
Approachable
Trustworthy
Participative
Motivate Originality
Regard for Others
Build Confidence
Life example
Working as a Management Analyst in the realm of government spending, I am frequently required to communicate with the Program Management Team of a third party firm. No collimated staff members prevent me from personally performing some of the work necessary to maintain an accurate external organization ledger. As a result, I need to be approachable, polite, and nice to my coworkers so that they would feel comfortable confiding in me and trusting me with their ideas. By consistently soliciting feedback from staff and management, I want to foster a culture of collaboration. This fosters innovation on the team and opens minds to new points of view.
Charismatic leadership style
They have excellent communication skills.
Passionate in furthering Their Cause.
Professionals have a lot of experience in their field.
Act with a level head (Siangchokyoo, et al. 2020).
Leadership traits and behavior are under scrutiny.
Win Over Huge Crowds.
Possible drawbacks
Frustratingly Diminished Clarity
Not Enough People to Make It Happen
Charismatic leader
Charismatic leader example:
pr.
Need help on researching why women join gangs1.How does anxi.docxSusanaFurman449
Need help on researching why women join gangs
1.How does anxiety increase the chance of girls joining groups or gangs.
2. sexual abuse on girls joining gangs
3. long-term consequences on girls joining gangs
4. depression and anxiety impact on girls joining gangs
5.death rates of girls joining gangs
6. health risks of girls joining gangs
.
Jung Typology AssessmentThe purpose of this assignment is to ass.docxSusanaFurman449
Jung Typology Assessment
The purpose of this assignment is to assess your personality and how that information might help guide your career choice. Understanding personalities can also help managers know how to motivate employees.
Find out about your personality by going to the Human Metrics website (www.humanmetrics.com - and TAKE the Jung Typology Test - Jung, Briggs, Meyers Types. It is a free test. (Disclaimer: The test, like all other personality tests, is only a rough and preliminary indicator of personality.)
·
Complete the typology assessment
·
Read the corresponding personality portrait and career portrait.
·
Think about your career interests, then answer the following:
How are your traits compatible for your potential career choice (Business Administration)? This should be around 250 words of writing.
R E S E A R CH
Co-administration of multiple intravenous medicines: Intensive
care nurses' views and perspectives
Mosopefoluwa S. Oduyale MPharm1 | Nilesh Patel PhD, BPharm (Hons)1 |
Mark Borthwick MSc, BPharm (Hons)2 | Sandrine Claus PhD, MRSB, MRSC3
1Reading School of Pharmacy, University of
Reading, Reading, UK
2Pharmacy Department, John Radcliffe
Hospital, Oxford University Hospitals NHS
Foundation Trust, Oxford, UK
3LNC Therapeutics, Bordeaux, France
Correspondence
Mosopefoluwa S. Oduyale, Reading School of
Pharmacy, University of Reading, Harry
Nursten Building, Room 1.05, Whiteknights
Campus, Reading RG6 6UR, UK.
Email: [email protected]
Funding information
University of Reading
Abstract
Background: Co-administration of multiple intravenous (IV) medicines down the
same lumen of an IV catheter is often necessary in the intensive care unit (ICU) while
ensuring medicine compatibility.
Aims and objectives: This study explores ICU nurses' views on the everyday practice
surrounding co-administration of multiple IV medicines down the same lumen.
Design: Qualitative study using focus group interviews.
Methods: Three focus groups were conducted with 20 ICU nurses across two hospi-
tals in the Thames Valley Critical Care Network, England. Participants' experience of
co-administration down the same lumen and means of assessing compatibility were
explored. All focus groups were recorded, transcribed verbatim, and analysed using
thematic analysis. Functional Resonance Analysis Method was used to provide a
visual representation of the co-administration process.
Results: Two key themes were identified as essential during the process of co-admin-
istration, namely, venous access and resources. Most nurses described insufficient
venous access and lack of compatibility data for commonly used medicines (eg, anal-
gesics and antibiotics) as particular challenges. Strategies such as obtaining additional
venous access, prioritizing infusions, and swapping line of infusion were used to man-
age IV administration pro.
Journal of Organizational Behavior J. Organiz. Behav. 31, .docxSusanaFurman449
Journal of Organizational Behavior
J. Organiz. Behav. 31, 24–44 (2010)
Published online 22 May 2009 in Wiley InterScience
(www.interscience.wiley.com) DOI: 10.1002/job.621
Towards a multi-foci approach to
workplace aggression: A meta-analytic
review of outcomes from different
yperpetrators
M. SANDY HERSHCOVIS1* AND JULIAN BARLING2
1I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba, Canada
2Queen’s School of Business, Queen’s University, Kingston, Ontario, Canada
Summary Using meta-analysis, we compare three attitudinal outcomes (i.e., job satisfaction, affective
commitment, and turnover intent), three behavioral outcomes (i.e., interpersonal deviance,
organizational deviance, and work performance), and four health-related outcomes (i.e.,
general health, depression, emotional exhaustion, and physical well being) of workplace
aggression from three different sources: Supervisors, co-workers, and outsiders. Results from
66 samples show that supervisor aggression has the strongest adverse effects across the
attitudinal and behavioral outcomes. Co-worker aggression had stronger effects than outsider
aggression on the attitudinal and behavioral outcomes, whereas there was no significant
difference between supervisor, co-worker, and outsider aggression for the majority of the
health-related outcomes. These results have implications for how workplace aggression is
conceptualized and measured, and we propose new research questions that emphasize a multi-
foci approach. Copyright # 2009 John Wiley & Sons, Ltd.
I admit that, before I was bullied, I couldn’t understand why employees would shy-away from doing
anything about it. When it happened to me, I felt trapped. I felt like either no one believed me or no
one cared. This bully was my direct boss and went out of his way to make me look and feel
incompetent. . . I dreaded going to work and cried myself to sleep every night. I was afraid of
losing my job because I started to question my abilities and didn’t think I’d find work elsewhere.
(HR professional as posted on a New York Times blog, 2008).
Introduction
Growing awareness of psychological forms of workplace aggression has stimulated research interest in
the consequences of these negative behaviors. Workplace aggression is defined as negative acts that are
* Correspondence to: M. Sandy Hershcovis, I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba,
Canada. E-mail: [email protected]
yAn earlier version of this study was presented at the 65th Annual Meeting of the Academy of Management, Honolulu, HI.
Received 28 April 2008
Revised 17 March 2009
Copyright # 2009 John Wiley & Sons, Ltd. Accepted 4 April 2009
mailto:[email protected]
www.interscience.wiley.com
25 AGGRESSION META-ANALYSIS
perpetrated against an organization or its members and that victims are motivated to avoid (Neuman &
Baron, 2005; Raver & Barling, 2007). Much of this research (e.g., .
LDR535 v4Organizational Change ChartLDR535 v4Page 2 of 2.docxSusanaFurman449
LDR/535 v4
Organizational Change Chart
LDR/535 v4
Page 2 of 2
Organizational Change Chart
Organizational Information
Select an organization that needed a change to its culture as you complete the organizational change information chart.
For each type of information listed in the first column, include details about the organization in the second column.
Indicate your suggested actions for improvement in the third column.
Type
Details
Suggested Actions for Improvement
Vision
Insert the organization’s vision.
Mission
Insert the organization’s mission.
Purpose
Insert the organization’s purpose.
Values
Insert a list of the organization’s values.
Diversity and Equity
Insert the types of the diversity and equity observed in the organization.
Inclusion
Insert examples of overall involvement of diverse groups inclusion in decision-making and process change.
Goal
Identify the goal set for organizational change.
Strategy
Identify the implementation strategies followed to implement the organizational change.
Communication
Identify the communication methods used to communicate organizational change and the change progress.
Organizational Perceptions
Considering the same organizational culture and change goal, rate your agreement from 1 to 5 in the second column with the statement in the first column. Use the following scale:
1. Strongly disagree
2. Somewhat disagree
3. Neither agree nor disagree
4. Somewhat agree
5. Strongly agree
Statement
Rating (1 – 5)
Employees know the organization’s vision.
Employees know the organization’s mission.
Employees know the organization’s purpose.
Employees know the organization’s values.
Overall, the organization is diverse and equitable.
Diverse groups are included in decision making and processes for change.
The change goal was successfully met.
The implementation strategies were effective.
The organization’s communication about the change was effective.
Kotter's 8-Steps to Change
Consider the goal for organizational change that you identified and the existing organizational culture.
For each of Kotter's 8-Steps to Change listed in the first column, rate whether you observed that step during the implementation process in the second column. Use the following scale to rate your observation:
1. Never observed
2. Rarely observed
3. Sometimes observed
4. Often observed
Identify actions you suggest for improvement in the third column.
Step Name
Rating (1 – 4)
Suggested Actions for Improvement
Step 1: Create Urgency.
Step 2: Form a Powerful Coalition.
Step 3: Create a Vision for Change.
Step 4: Communicate the Vision.
Step 5: Remove Obstacles.
Step 6: Create Short-Term Wins.
Step 7: Build on the Change.
Step 8: Anchor the Changes in Corporate Culture.
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
image1.png
.
In this paper, you will select an ethics issue from among the topics.docxSusanaFurman449
In this paper, you will select an ethics issue from among the topics below and provide a 3-4 page paper on the issue.
In the paper, you will address the following:
1. Explain the topic (20%)
2. Why the topic or issue is controversial (25%)
3. Is the controversy justified? Why or why not? (20%)
4. Summarize current research about the issue and at least two credible sources. At least one reference source should discuss the issue from a pro and the other should discuss from a con perspective. (20%)
5. Cite references in APA format (15%)
Topics may include:
Research on animals
Medical Research on prisoners or ethnic minorities
Patient rights and HIPAA
Torture of military prisoners
Off-shore oil drilling and the potential threat to biodiversity
Development in emerging nations and its impact on biodiversity
Stem cell research
Healthcare Accessibility: Right or privilege
Genetically modified organisms
Genetic testing and data sharing
Reproductive rights
Pesticides and Agriculture
Organ transplants and accessibility
Assisted Suicide
Medicinal use of controlled substances/illicit drugs
.
In the past few weeks, you practiced observation skills by watchin.docxSusanaFurman449
In the past few weeks, you practiced observation skills by watching
Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country.”
[1]. While watching the film, you were instructed to pay special attention to the factors relating to group dynamics for teams, which include but are not limited to
1. Team beginnings
2. Leader’s behaviors,
3. Communication Patterns,
4. Conflict resolution style,
5. Power styles,
6. Decision making style,
7. Creativity,
8. Diversity.
You were also instructed to identify leadership decisions and leadership styles developed by Nelson Mandela and Francois Pinnear (captain of the rugby team).
Write a paper (1000 words) to the following three questions:
1. Which leadership decision/style has impressed you the most? Why do you feel this way?
2. How does the leader contribute to the development of their leadership ability?
3. What specific decisions made this leader make them such an effective leader? Provide insight on how those under this leadership are affected by decisions made.
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Overview After analyzing your public health issue in Milestone On.docxSusanaFurman449
Overview: After analyzing your public health issue in Milestone One and studying socioeconomic factors affecting healthcare in this module, you will write a short paper to identify and analyze socioeconomic barriers and supports involved in addressing the public health issue. Your paper must include an introduction to your public health issue, a discussion of socioeconomic barriers to change, a discussion of supports for change, and a conclusion with a call to action for your readers. Assume your readers will include healthcare administrators and managers, as well as healthcare policy makers and legislators.
Prompt: Write a short paper including the following sections:
I. Introduction
A. Introduce your public health issue and briefly explain what needs to change to address the issue.
II. Barriers
A. Identify two potential socioeconomic barriers to change and describe each with specific details.
B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. Justify your points by referencing your textbook or other scholarly resources.
III. Supports
A. Identify two possible socioeconomic supports for change and describe each with specific details.
B. B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. C. Justify your points by referencing your textbook or other scholarly resources.
IV. Conclusion
A. Conclude with a clear call to action: What can your readers do to assist in the implementation of the necessary changes?
Rubric Guidelines for Submission: Your short paper must be submitted as a 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
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Judicial OpinionsOverview After the simulation, justices writ.docxSusanaFurman449
Judicial Opinions
Overview: After the simulation, justices write judicial opinions in reaction to the oral argument, merits briefs, conference, and draft opinions as well as the facts of the case, Constitution, and case law. Justices circulate drafts so they know how their colleagues plan to rule and why, and so they can respond to one another in their final judicial opinion draft.
Instructions: You are a Supreme Court justice preparing an opinion for announcement. Read the case materials: case hypothetical, merits briefs, and judicial opinion drafts of your colleagues, and review your notes from oral argument and conference. Write a majority opinion resolving the major legal question in light of the facts of the case, Constitution, and case law, as well as all case materials: merits briefs, oral argument, and the views of your colleagues (in conference and draft opinions). Opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions).
Opinions should contain the following five elements, in the following order:
1. an introductory statement of the nature, procedural posture, and prior result of the case;
2. a statement of the issues to be decided;
3. a statement of the material facts;
4. a discussion of the governing legal principles and resolution of the issues; and
5. the disposition and necessary instructions.
Each of these is developed further below.
Assessment: Complete opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions). Strong opinions will be well organized, logically argued, and well supported through reference to and explanation of Supreme Court decisions and legal principles. Assessment rests on how well you make use of, identify, and explain relevant course material. It also rests on staying in character and not diverging from your justice’s political ideology and/or judicial philosophy.
Introduction
The purpose of the Introduction is to orient the reader to the case. It should state briefly what the case is about, the legal subject matter, and the result. It may also cover some or all of the following:
1. The parties: The parties should be identified, if not in the Introduction, then early in the opinion, preferably by name, and names should be used consistently throughout. (The use of legal descriptions, such as “appellant” and “appellee,” tends to be confusing, especially in multi-party cases.)
2. The procedural and jurisdictional status: relevant prior proceedings, and how the case got before the court should be outlined.
Statement of issues
The statement of issues is the cornerstone of the opinion; how the issues are formulated determines which facts are material and what legal principles govern. Judges should not be bound by the attorneys’.
IntroductionReview the Vila Health scenario and complete the int.docxSusanaFurman449
Introduction
Review the Vila Health scenario and complete the interviews with staff at Vila Health Skilled Nursing Facility (SNF). After completing the scenario, you will update the patient safety plan for the SNF and present it to the executive team. The safety plan will include meeting accrediting body requirements as well as regulatory obligations. The plan must be based on evidenced-based best practices and include tools, approaches, and mechanisms for reporting, tracking, and reducing patient safety incidents.
Instructions
After reviewing the Vila Health scenario, present your findings to the executive team at Vila Health by creating a 15-20 slide PowerPoint presentation. To be successful in this assignment, ensure you complete the following steps:
Research the health care organization's (Vila Health SNF) safety plan and propose recommendations to ensure the successes of their best practices.
Assess and propose how to link health care safety goals to those of the organizational strategic plan in order to create and sustain an organization-wide safety culture.
Analyze evidence-based practices within the organization's health care safety program, including falls prevention, medication errors, or others.
Establish protocols to identify and monitor patients who qualify for being at risk for falls, readmission, suicide, or others.
Develop mechanisms to coordinate and integrate risk management approaches into the organization's health care safety strategy.
Create mechanisms and tools as monitors for patients identified for being at risk.
Create ongoing evaluation procedures that provide continuous safe, quality patient care, and sustained compliance with evidence-based practices, professional standards, and regulations.
Submission Requirements
Your presentation should meet the following requirements:
Length:
15–20 slide PowerPoint presentation, excluding the cover slide and references list. Include slide numbers, headings, and running headers.
References:
3–5 current peer-reviewed references.
Format:
Use current APA style and formatting, for citations and references.
Font and font size:
Fonts and styles used should be consistent throughout the presentation, including headings.
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In studying Social Problems, sociologists (and historians) identify .docxSusanaFurman449
This document discusses how sociologists identify defining moments that trigger the need for social change or resistance to the status quo in social problems. It asks the reader to provide context for a social issue, the defining moment that brought the issue into politics, and the resulting public policy.
I need help correcting an integrative review.This was the profes.docxSusanaFurman449
I need help correcting an integrative review.
This was the professor's feedback: Great job on your first draft :) Few things Past tense throughout the integrative review. Some of the sections are light on detail - need to check the requirements (Integrative review guidelines). This is an integrative review - not a study or project refer to it as an integrative review all the time.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
HIS 131Roads to Revolution, 1750-1776Chapter 5I. A Loose
1. HIS 131
Roads to Revolution, 1750-1776
Chapter 5
I. A Loosening of Ties
After England’s introduction of the Navigation Acts and its
attempts at turning New England into a Royal Colony through
the Dominion of New England, it made no serious effort for
more than 70 years to tighten its control over the colonies.
However, during that time, England did in fact add to its list of
royal colonies until they numbered eight. These were New
England, New York, New Jersey, Pennsylvania, Maryland,
Virginia, Carolina, and Georgia….In these eight royal colonies
the King had the power of appointing governors and other
colonial officials.
During that time also, Parliament passed new laws
supplementing the original Navigation Acts and elaborating on
the mercantilist program….such as, laws restricting colonial
manufacturing, laws prohibiting colonial paper currency, and
additional laws regulating trade.
Nevertheless, the British government itself remained uncertain
and divided about the extent to which it should interfere in
colonial affairs….Therefore, the colonies, until the late 1750’s,
were left, within broad limits, to go their separate ways.
A. A Tradition of Neglect
2. During the first half of the 1700’s, though most of the colonies
continued to be governed in the king’s name, British Parliament
more and more asserted its power over the king.
Theoretically, Parliament represented the interests of the whole
kingdom…However, in actuality, it represented mostly the
interests of the wealthy merchants and landowners in
England….And, most of these merchants and landowners
objected to any ambitious scheme for reorganization of the
English empire that might possibly require large expenditures,
increase their taxes, or disrupt their profitable trade with the
colonies.
During the reigns of George I and George II from 1714 to 1760,
the real executive power in England had become the newly
created Parliamentary official, the Prime Minister. The first of
these prime ministers, Robert Walpole, believed that a
relaxation of trade restrictions towards the colonies would
enable the colonies to buy more English goods and would thus
benefit British merchants.
Therefore, Walpole deliberately refrained from attempting a
very strict enforcement of the Navigation Acts. This purposeful
lack of enforcement became, temporarily,
2
England’s policy in its dealings with the colonies…and this
policy was known as “salutary neglect.” (helpful neglect)
Meanwhile, the day-to-day administration of the colonies (what
little of it there was) was very haphazard and inefficient…Many
of the governmental agencies had responsibility for
administering laws at home as well as overseas….But, in
England, there was no separate and full-fledged colonial office
that concentrated on colonial affairs alone.
3. Because few of England’s officials had ever visited America
and obtained firsthand knowledge of the conditions there, it was
becoming more and more accepted for some of the colonies to
send unofficial representatives to Parliament to lobby for the
passage of desired legislation and to try to discourage the
enactment of unwanted laws.
The best know of these representatives was Benjamin Franklin
who represented Pennsylvania, Georgia, New Jersey, and
Massachusetts.
Therefore, the lack of firm Parliamentary control and direction
over the colonies, together with the Prime Minister’s policy of
salutary neglect, began to weaken England’s hold on the
colonies.
-------------------------------
This weakened hold began to manifest itself in the colonies…as
Parliament often turned a “blind eye”… more and more of the
colonial assemblies began to resist England’s authority. By the
1750’s the colonial assemblies had established the right to levy
taxes, and pass laws for their respective colonies.
The colonial assemblies were now looking at themselves as
“little parliaments,” each one with the power to control its
respective colony independently.
B. Inter-Colonial Disunity
Despite their frequent resistance to British authority and
evasion of British laws, the colonists continued to think of
themselves as loyal British subjects….They obviously had much
to gain from keeping their connection to the British Empire.
They enjoyed access to the markets of the empire, profits on the
production of certain goods, the protection afforded by the
4. British naval and military forces, and the pride in belonging to
the most powerful empire on the globe.
-------------------------------
However, at the same time, a basis was emerging for the
eventual growth of a sense of inter-colonial unity.
The increase of population brought the people of the various
colonies into closer and closer contact. This closer contact was
also enhanced by the gradual construction of
roads, the rise of inter-colonial trade, and the improvement of
the colonial post office.
3
The colonial world was becoming smaller…thusly, increasing
the appearance of a sense of colonial unity.
---------------------------
Still, ironically, it was seen that the colonists were not
interested in cooperating with each other when…in 1754...they
faced a new and concentrated threat from old and dreaded
enemies…that is, the French and their Indian allies.
In answer to this rising threat, a conference of colonial leaders
was called, and delegates from Pennsylvania, New York,
Maryland, and New England met in Albany, New York….At this
meeting a treaty with the Iroquois was negotiated seeking their
support in defense against the French and the Indians.
It was during this meeting that the idea was presented by
Benjamin Franklin, to form a colonial federation for
defense….This plan would be achieved by Parliament setting up
in America one general colonial government combining all the
colonies. The colonies would still have their independent
constitutions except for the general powers that would be given
to the general colonial government.
These general powers would include taking charge of all
5. relations with the Indians, making laws and levying taxes for
raising troops, building forts, waging war, and carrying on other
Indian affairs.
War with the French and Indians was already beginning when
this so-called Albany Plan was introduced to the individual
colonial assemblies…a plan that could have united the colonies
in an effort to fight a common enemy…Yet, none of them
approved it, and none with the exception of Massachusetts even
gave it serious attention.
II. The Struggle for the Continent
The French and Indian War (1754-1763) in North America was
but one part of a larger struggle between England and France
for dominance in world trade and naval power.
In America it was known as the French and Indian War, but to
Europeans, it was called the Seven Years’ War (1756-
1763)….Its outcome confirmed the superior position of
England, which emerged from the war in almost undisputed
control of the settled regions of North America.
However, the end of the war also served to precipitate the long
crisis that would result in Britain’s loss of the greatest part of
its newly secured empire…that is, its American colonies.
4
A. Anglo-French Conflicts
The French and the English had coexisted relatively peacefully
6. in North America for many years…However, by the 1750’s, the
continent had come to seem too small to contain them both….As
both English and French settlements expanded, the suspicion
with which each group viewed the other grew steadily.
There were religious tensions between the Protestant English
and the Catholic French…And, there were increasing
commercial tensions as well, as commercial competition
increased particularly in the fishing and fur trades.
Eventually, each of these two national groups began to feel that
its survival in America depended on the elimination of the
other.
---------------------------
Even still, no serious trouble between English and French
colonists occurred so long as their homelands remained…. From
1689 to 1748 there had been “on again off again” wars and
hostilities between England and France. Occasionally these
skirmishes had spilled over, involving the English and French
colonists.
These wars and skirmishes had arisen primarily from European
causes, and only a small fraction of the people in the English
colonies had taken any part…But, the next conflict, the Seven
Years’ War was different….As mentioned, this war, known to
the colonists as the French and Indian War, was a “Great War
for the Empire.”…Unlike the previous wars between England
and France, this struggle originated in the interior of North
America.
B. The Great War for the Empire
Within the American wilderness a number of border disputes
arose, but the most serious of them concerned the ownership of
the Ohio Valley.
7. The French, desiring to control this direct route between Canada
and Louisiana, began to build a chain of fortifications to make
good their claim of this territory….Pennsylvania fur traders and
Virginia land speculators had also began to look at this area
west of the Appalachian Mountains as an area that would be
profitable for their operations.
Once the British government became aware of this conflict of
national interests, it gave instructions to the colonial governors
to resist French encroachments.
Acting on these instructions, the governor of Virginia sent
George Washington, then only twenty-one years old, to lodge
verbal complaints with the commanders of the French forts
newly built between Lake Erie and the Allegheny River.
These commanders politely replied that the land belonged to the
French.
5
In the meantime, a band of Virginians tried to stop the French
by erecting a fort of their own at the strategic key to the Ohio
Valley…the forks of the Ohio, where the Allegheny and the
Monongahela Rivers join. (The Monongahela and the Allegheny
join at modern-day Pittsburgh, PA and form the Ohio River)
A stronger band of French drove the Virginians away,
completed the work, and named it Fort Duquesne (pronounced
Doo-kain)
The colonial government of Virginia again dispatched
Washington to deal with this dispute…this time, not as a
diplomat, but as the leader of a military force….Approaching
Fort Duquesne, he met a French detachment in a brief and
bloody skirmish.
8. Washington then fell back to a hastily construc ted stockade
called Fort Necessity, where he was overwhelmed by troops
from Fort Duquesne and compelled to surrender (July 4,
1754)….These were the first shots fired in the French and
Indian War.
For the English colonists, the war had begun unfavorably, and it
continued to go badly during the next few years.
They did receive aid from England, but this aid was
inefficient….The British navy failed to prevent the landing of
large groups of French reinforcements in Canada, and the newly
appointed commander in chief of the British army in
America…General Edward Braddock…. failed in his attempt to
retake Fort Duquesne.
General Braddock…wise in the ways of European warfare…but
unused to the American woods…wore out his men by having
them cut a long military road through the forest toward Fort
Duquesne….He also exposed his men to attack from the tree-
hidden enemy by marching them in the accepted European
formation.
Seven miles from Fort Duquesne he ran into a French and
Indian ambush (July 9, 1755)…He himself and a large number
of his men were killed….The survivors fled all the way back to
Fort Cumberland in Maryland.
The frontier from Pennsylvania to Virginia was left exposed to
Indian raids, and many frontier settlers withdrew to east of the
mountains.
-------------------------------
After about two years of fighting in America, the governments
of France and England finally declared hostilities, and a world
war….the Seven Years’ War began. European alliances were
9. created with England siding with Prussia against France who
allied with Austria.
From this point, battles were fought not only in America, but
also in the West Indies, in Europe, and in India.
6
In this global war, the British had the advantage of the
mightiest navy on the seas… and, with Frederick the Great of
Prussia as an ally, the finest army in Europe.
In America, the people of the English colonies outnumbered
those of the French colonies by approximately 15 to 1... But,
even so, the English colonists were by no means that much
stronger militarily….The French had numerous and powerful
Indian allies, while the English had few such allies…even the
Iroquois who had traditionally been friendly with the English
and hated the French, now remained firmly neutral.
Also, the French government kept its colonists in a high state of
military readiness, and could count on the loyal services of a
high proportion of its colonial manpower….The British
government, on the other hand, exercised much less control over
its 13 colonies, which often acted as if they were independent.
It was only when they were exposed to immediate danger did
the English colonists wholeheartedly support the war effort.
----------------------------
At first, the overall direction of British strategy was weak.
Then, in 1757, William Pitt, as British prime minister, was
allowed to act as practically a wartime dictator….Pitt reformed
the army and the navy, replacing many of the officers with
young and eager leadership….He also gave generous financial
subsidies to Prussian leader Frederick the Great, which allowed
10. him to keep the French busy militarily in Europe.
Pitt, then turned his attention to an offensive in America…now
determined to drive the French out of the continent.
With Pitt’s organization, British soldiers along with colonial
troops proceeded to take over one French stronghold after
another, including Fort Duquesne in 1758.…The next year, the
British and colonial forces defeated the French in battle taking
the French stronghold of Quebec….The fall of Quebec marked
the climax of the American phase of the war.
------------------------------
Some other phases of the war were much less romantic.
In the course of the war the British sometimes resorted to
population dispersal….Fearing trouble from the French
inhabitants of Nova Scotia, the British uprooted several
thousand civilians and scattered them throughout the British
colonies…some of this group, called the Acadians , eventually
made their way to Louisiana, where they became the ancestors
of the present-day Cajuns.
Meanwhile the French and their Indian allies were committing
even worse civilian atrocities….Hundreds of defenseless
families along the English frontier lost their lives through the
use of the hatchet and the scalping knife.
7
Peace finally came after King George III took the throne in
England.
A treaty was then signed in Paris in 1763 by which the defeated
French gave to Great Britain some of their West Indian islands
and all but two of their colonies in India….The French also
transferred control of Canada and all of the French territory east
of the Mississippi, except New Orleans.
11. New Orleans and the French claims west of the Mississippi were
given to Spain…Thus, the French gave up all title to the
mainland of North America, and the British emerged from the
French and Indian War with a geographically enlarged empire.
I. The New Imperialism
With the treaty of 1763, which ended the French and Indian War
in the American colonies and the Seven Years’ War in
Europe…England found itself truly at peace for the first time in
more than fifty years.
Now undistracted by war, the British could finally turn its
attention to the organization of its empire…which, of course,
had long been neglected.
In fact, Great Britain had virtually no choice…Even if British
policymakers had wished to revert to the old colonial system of
“salutary neglect” with its half-hearted enforcement of the
mercantilist program, they would have found it virtually
impossible to do so.
Great Britain was now overwhelmed with enormous debts due
to the many years of war…England was in desperate need of
new revenue from its empire….And, now responsible for vast
new territories in the New World, the British government could
not avoid expanding its involvement in its colonies.
A. Burdens of Empire
The English had themselves unwittingly made it more difficult
to impose a tighter control over the American colonies by their
actions during the French and Indian War.
12. Aware that the American colonists opposed direct control of
their lives by British Parliament, during the war Great Britain
had not attempted to tax the colonists directly…It had, instead,
required the colonies to provide quotas of soldiers and supplies.
This system heightened the sense of self-importance and
independence that the colonial assemblies already felt….Most
of the colonial assemblies further asserted their independence
from Parliament by supplying the requested troops and supplies
in a slow and haphazard manner….After the war, some colonies
unwilling to be taxed by Parliament, also refused to tax
themselves, and therefore began to issue their own paper money
instead of taxing its own population.
8
----------------------------
These emerging disputes over taxation and finance were
compounded at the end of the war by the new challenges of
imperial expansion…The expansion created particular problems
because there were fundamental differences of opinion about
how best the empire should use its new lands…indeed….about
whether the empire should acquire the lands at all.
The thirteen continental colonies were only a part of the British
possessions scattered throughout the Americas and the
world…And, before 1763, these thirteen colonies were not
considered the most valuable part of the British Empire.
Some of them, such as Maryland and Virginia with their tobacco
production, fitted in fairly well with the aims of
mercantilism….But, on the whole, the island colonies in the
West Indies contributed a great deal more than those of the
mainland to the profits of English merchants and the prosperity
of the English homeland.
The “sugar islands” in particular…such as, Barbados and
13. Jamaica…yielded remarkable opportunities for the investment
of English capital.
Believing in a kind of commercial imperialism, most English
merchants opposed the acquisition of new territory unless the
land could provide a profit….But some Englishmen, and many
more Americans…began to believe that land itself should be
acquired for the empire because of the population the land could
support, the taxes it would produce, and the sense of imperial
greatness it would provide.
However…even those that supported the acquisition of new
territories, disagreed among themselves about who should
control the western lands in continental North America.
Colonial governments made emotional, and often conflicting,
claims of jurisdiction…Some argued that control should remain
in England, others felt that the territories should be considered
entirely new colonies, unlinked to the existing eastern
settlements.
There were…in short…a host of problems and pressures that the
British could not ignore….At the same time, the government in
London was running out of options in its effort to find a way to
deal with its staggering war debt.
Landowners and merchants in England itself were objecting
loudly to increases in what was already excessively high
taxes….The colonies….on the other hand….had contributed
virtually nothing…to the support of a war that was fought in
large part for the benefit of the American colonies.
The necessity of stationing significant numbers of British troops
on the western frontier even after 1673 was adding even more to
the cost of defending the American settlements.
14. 9
And…the half-hearted response of the colonial assemblies to the
war effort suggested that in its search for revenue, England
could not rely on any cooperation from these colonial
governments.
Therefore, the leaders of the empire believed, that only a system
of colonial taxation, administered and controlled by
London…could deal effectively with Great Britain’ severe
financial needs.
B. The Role of King George III
At this crucial moment in the relationship between Great Britain
and her American colonies…with the imperial system in
desperate need of refocus…the government of England was
throne into turmoil in the first years of George III’s reign
(r.1760-1820).
He had brought two particularly unfortunate qualities to the
throne….First…he was determined to reassert the authority of
the monarchy…..Pushed by his ambitious mother, George III
removed from power the long-standing and relatively stable
Whig Party leadership of Parliament which had governed the
empire for almost 100 years.
In their place, he created a new leadership of his own through
bribery and gained an uneasy control of Parliament….However,
the new Parliament officials that rose in power as a result of
these changes proved to be very unstable and inefficient.
George’s second unfortunate quality was that he suffered from
serious intellectual and psychological limitations…that is…he
apparently suffered from a rare mental disease that produced
15. occasional bouts of insanity…(Actually, in the last years of his
long reign he was, according to most accounts, a virtual lunatic,
confined to the palace and unable to perform any official
function).
Yet…even when George III was lucid and rational…which was
most of the time during the 1760’s and 1770’s…he was
extremely immature and insecure….striving constantly to prove
himself fit to rule, but falling short again and again.
Therefore…the king’s personality and mental state contributed
to the instability of the British government during these critical
years.
---------------------------
However…the individual that was more immediately
responsible for the problems that soon emerged with colonies,
was George Grenville, whom the king made prime minister in
1763.
Grenville agreed with the prevailing opinion within Britain that
the colonists had been indulged too long and that they should be
forced to obey the British laws and that they should also be
forced to pay a part of the cost of defending and administering
the empire.
10
He therefore began to impose a system of control on the
colonial possessions in America.
------------------------------
The so-called “Western Problem” was emerging as one of the
most urgent problems at this time.
With the defeat of the French, people from the English colonies
had begun almost immediately to move over the mountains into
the upper Ohio Valley….Objecting to this intrusion, an alliance
16. of Indian tribes prepared to fight back under the leadership of
the Ottawa Indian chief Pontiac.
As an emergency measure, the British government issued a
proclamation…. The Proclamation Line of 1763 ….forbidding
settlers to advance beyond a line drawn along the mountain
divide between the Atlantic and the interior.
Though the emergency passed, the principle of the Proclamation
Line of 1763 remained…that is, the principle of controlling the
westward movement of population.
This new official attitude concerning westward expansion
revolved around the fear that America’s interior might draw
away so many people so as to weaken established markets and
investments nearer the coast…And, because of a desire to
reserve land-speculating and fur-trading opportunities for
English rather than colonial enterprisers.
It was determined by Grenville and Parliament to open western
lands for occupation gradually, and settlement was to be
carefully supervised to see that it proceeded in a compact and
orderly way.
-------------------------------
To provide further for the defense of the colonies, to raise
revenue, and to enforce British law, Grenville introduced a
series of measures.
Regular British troops were now stationed permanently in the
colonies, and by the Mutiny (or Quartering) Act (1765) the
colonists were required to assist in provisioning, quartering, and
maintaining the British army while it was on colonial soil.
Ships of the British navy were assigned to patrol American
waters and look for smugglers….The customs service was
reorganized and enlarged, and courts were set up in America to
17. try the captured smugglers without the benefit of sympathetic
local juries.
Royal officials were ordered to take up their colonial posts in
person instead of allowing the previous method of hiring
someone to substitute in the assigned positions.
The Sugar Act (1764), designed in part to eliminate the illegal
trade between the
continental colonies and the foreign West Indies, also imposed
new duties on a number of items and made provisions for more
effective collection.
11
The Currency Act (1764), forbade the colonial assemblies to
issue any more paper money and required them to cease using
any paper money that been printed during the French and Indian
War.
And…most momentous of all…the Stamp Act (1765), imposed a
tax to be paid on every legal document in the colonies, every
newspaper, every almanac, or pamphlet printed.
------------------------
Thus…the new imperial program, with its firm reapplication of
old mercantilist principles, began to be put into effect…..In a
sense, it proved highly effective….British officials soon were
collecting more than ten times as much annual revenue in
America as before 1763.…But the new policy was not a lasting
success.
C. The Colonial View
The colonists still had much to gain by remaining within the
18. British empire and enjoying its many benefits, but the financial
strains caused by the reorganized British attempt at controlling
and taxing the colonies were causing internal tensions to
explode.
This tension and unrest was seen throughout the colonies, but
one well-known example was seen in 1771 when a small-scale
civil war broke out in North Carolina as a consequence of the
so-called Regulator Movement.
The Regulators were farmers of western North Carolina who
organized to oppose the oppressive taxes that local officials
were collecting….These officials were appointed by the
Governor who was of course appointed by the King.
At first the Regulators tried to address their grievances
peaceably by electing their leaders to the colonial
assembly….But, since the western counties were so badly
underrepresented in the colonial assembly, the Regulators were
unable to convince North Carolina’s colonial government to act
in their favor.
The Regulators finally armed themselves, formed an army of
approximately 2,000, and undertook to resist tax collection by
force…To suppress this revolt, Governor William Tryon raised
an army of militiamen, mostly from the eastern
counties….These militiamen met and defeated the Regulators in
the Battle of Alamance, in which nine men were killed on each
side, and many more were wounded….After the battle several
Regulator leaders were hanged.
-----------------------------------------
This bloodshed, caused by internal tensions within the colonies,
also can be attributed to an economic depression that had begun
to appear after the French and Indian War….At the end of the
war, the colonists already were beginning to feel the pinch of
this postwar economic depression…….During the war, the
19. British Government, pouring money into the colonies in order to
finance the war effort, had stimulated the colonial economy
creating a wartime economic boom.
12
Now, through Grenville’s strict economic policies, the British
government proposed to take money out of the colonies instead
of putting it in…If the government’s measures were strictly
enforced, the immediate effect would be to aggravate the hard
times…The long term effect, many feared, would be to confine
the enterprising spirit of the colonists and condemn them to a
fixed or even a declining level of living.
In reality, most Americans soon found was to live with, or get
around the new British policies….In fact…The economy of
America was not being destroyed…Nevertheless, economic
anxieties contributed to the rising sense of unease, particularly
in the cities…which were the places most directly affected by
British policies and the places where resistance first rose up.
These economic anxieties combined to produce a feeling in
some colonial cities that something was deeply wrong.…This
was felt particularly in Boston, the city suffering the worst
economic problems….However, only in an indirect way did
these economic concerns contribute to the revolutionary
crisis….But, unhappiness about the state of the economy almost
certainly made Americans more likely to resist changes in the
power of the British government.
------------------------
Whatever the economic consequences of George III’s and
Grenville’s programs, the political consequences were…in the
eyes of the colonists…far worse…While the colonial
government was far from a true democracy, the colonists had
been used to a remarkable wide latitude in self-
government…Nowhere else in the world at that time did so
large a proportion of the people take an active role in public
20. political affairs.
If the British authorities should succeed in raising extensive
revenues directly from America, the colonial voters and their
elected representatives would lose control over public
finance…And, without such control, the people’s participation
in politics would be almost meaningless.
Home rule was not something new and different that Americans
were striving to get….it was something old and familiar that
they desired to keep….Therefore, the discontented Americans
eventually prepared themselves to lay down their lives for a
movement that was at the same time democratic and
conservative…a movement to conserve the liberties and
freedoms they believed they already possessed.
II. Stirrings of Revolt
Therefore…by the mid-1760’s, a hardening of positions had
begun in both England and America that would bring the
colonies into increasing conflict with the mother country.
To the colonists…their victory in the French and Indian War
had given them an increased sense of their own importance and
a renewed commitment to protecting their political
independence.
13
To the British, this same victory had given them a strengthened
belief in the need to tighten the administration of their
empire and therefore a strong…and their eyes…. legitimate
need to use the colonies as a source of revenue to help repay the
huge war debt….The result was a progression of events…that
evolved more rapidly than anyone could have imagined at that
time…which drove a deep wedge between the Americans and
21. the British.
A. The Stamp Act Crisis
Prime Minister Grenville could not have devised a better
method for antagonizing and unifying the colonies than the
Stamp Act if he had tried….The new tax fell on all American’s,
of whatever section, colony, or class.
In particular, the stamp tax required for ships’ papers and other
legal documents offended merchants and lawyers…..Tavern
owners, in whose establishments much of the political
discussion took place, now were supposed to buy stamps for
their licenses…And, printers, who were the most influential
group in distributing information and ideas in colonial society,
were now required to buy stamps for their newspapers and other
publications.
Thus…the tax antagonized those who could play most
effectively on public opinion…Actually, however, the economic
burdens of the Stamp Act were relatively light…What made the
law obnoxious to the colonists was not so much its immediate
cost, but it was the precedent that it set.
In the past, taxes and duties on colonial trade had always been
interpreted as measures to regulate commerce….However, the
Stamp Act could only be interpreted in one way…It was a direct
attempt by England to raise revenue in the colonies…And, it
was being done without the consent of the colonial assemblies.
For a time, it seemed that the colonists could do nothing about
the Stamp Act but complain and still buy the stamps…That was
until some stirrings began in the Virginia House of Burgesses
that aroused Americans to action almost everywhere.
22. It was there that an ambitious young attorney Patrick Henry
made a fiery speech to the House in May 1765.…He introduced
a set of resolutions declaring that Americans possessed all the
rights of Englishmen, especially the right to be taxed only by
their own representatives…Also, that Virginians should pay no
taxes except those voted on and approved by the Virginia
assembly…And, that anyone advocating the right of Parliament
to tax Virginians should be deemed an enemy of the colony.
Although the House of Burgesses only adopted the weakest of
Patrick Henry’s resolutions, all of them were printed and
circulated among the colonies as the Virginia Resolves.
14
---------------------------
Stirred by the Virginia Resolves, mobs in many places began to
take the law into their own hands, and during the summer of
1765, riots broke out in various places...the worst of them in
Boston….Men belonging to the newly organized group, the Sons
of Liberty , went about terrorizing stamp agents and burning the
stamps.
---------------------------------
This led the Massachusetts colonial assembly to call for a
combined colonial congress to seek a unified action against the
new tax….In October 1765, the Stamp Act Congress, with
delegates from nine colonies, met in New York. They agreed
upon and sent a petition to the King and Parliament stating that
they still felt that they owed allegiance to the British
government, but denied that they could be legally taxed except
by their own colonial assemblies.
--------------------------
If the British government had tried to enforce the Stamp Act,
the Revolutionary War might have started ten years earlier than
it did….And, although the British government was not stopped
in its pursuit of colonial revenue by the Virginia Resolves,
riots, or petitions…the Americans were able to use something
23. even more persuasive…and that was economic pressure.
Already, in response to the Sugar Act of 1764, many New
Englanders had quit buying British goods…As the boycott
spread, the Sons of Liberty began intimidating those colonists
that refused to participate in the boycott….The merchants of
England, now feeling the loss of much of their colonial market,
begged Parliament to repeal the Stamp Act.
---------------------
There was now a new Prime Minister in England…the Marquis
of Rockingham. King George III was finally convinced that the
Stamp Act must be repealed…However, there was much
opposition to this in Parliament…many felt that unless the
colonists were forced to obey the Stamp Ac, they would soon
cease to obey any Parliamentary laws.
Therefore the Marquis of Rockingham…riding the
fence…moved for the repeal of the Stamp Act, but at the same
time introduced…and Parliament passed… the Declaratory Act
(1766).
The Declaratory Act stated that in all cases from this point
further the Parliament had total political jurisdiction over the
colonies…..This action satisfied those that wanted the Stamp
Act repealed and also satisfied those that wanted more
Parliamentary control over the colonies…..In their rejoicing
over the Stamp Act’s repeal, most Americans paid little
attention to the huge amount of power now available to
Parliament with the passage of The Declaratory Act.
B. The Townshend Program
The policies of appeasement directed by The Marquis of
Rockingham was not as well
24. 15
received in England as it was in America…The wealthy
landowners in England were afraid that the lost revenues from
the colonies due to the repeal of the Stamp Act would ultimately
increase their own taxes.
After so much British unrest over the issue, King George III
dismissed Rockingham and recalled the elderly but still popular
William Pitt as Prime Minister….However, once in office, his
health became so poor, that Parliamentary power passed to the
chancellor of the treasury Charles Townshend, who was
regarded as a brilliant politician.
--------------------------
Townshend had to deal immediately with the myriad of
governmental problems left over from the Grenville
leadership….With the Stamp Act repealed, the greatest
American Grievance was the Mutiny (or Quartering Act) of
1765, which required the colonists to provide quarters and
supplies for the British troops in America.
To the British, this seemed only fair…After all, the troops were
stationed in North America to protect the colonists from Indian
or French attack and also to defend the American
frontiers…However, to the colonists, the presence of British
troops not only in their communities, but, under the provisions
of the Mutiny Act, also in their homes…was both intrusive and
threatening.
The colonies responded with defiance…The government of
Massachusetts resisted first…Its assembly refused to provide
the required supplies for the British troops…The New York
assembly soon did the same thing, which especially angered the
Townshend government considering that the England’s colonial
army headquarters was based in New York City.
--------------------------------
In order to enforce the Mutiny Act and raise revenue in the
25. colonies, Townshend proposed two measures to Parliament.
First, New York was to be punished by the suspension of its
assembly until the law was obeyed there.
Second, duties were to be levied on colonial imports of glass,
lead, paint, paper, and tea.
Townshend reasoned that the colonists could not logically
object to taxation of this kind because it was an “external” tax
on imported goods as opposed to an “internal” tax such as the
Stamp Act.
Therefore, in 1767, Parliament approved the so-called
Townshend Duties and at the same time suspended the New
York colonial assembly.
-------------------------------
Townshend’s efforts to satisfy colonial grievances were to no
avail. The new duties were no more acceptable to Americans
than the stamp tax. They recognized that even though these
were supposedly “external” taxes…their main purpose was still
to raise revenue from the colonists without their consent….And,
the suspension of the New York
16
assembly aroused the resentment of all the colonies.
This assault on the rights of one colonial government could
serve as a precedent for the destruction of them all…Taking up
New York’s cause as well as its own, the Massachusetts
assembly sent out a letter urging all colonies to stand up against
every tax imposed by Parliament.
This led Lord Hillsborough, who was the British secretary of
state for the colonies, to also circulate a letter stating that any
colonial assembly endorsing the Massachusetts letter would also
26. be dissolved.
------------------------
Besides inducing Parliament to levy import duties and suspend
the New York assembly. Townshend also took steps to enforce
commercial regulations in the colonies more effectively than
ever.
The most fateful of these steps was the establishment of a board
of customs commissioners in America…In so doing, he intended
to stop the corruption in the colonial customhouses….His
commissioners, with headquarters in Boston, virtually ended the
smuggling at that place…although smugglers continued to carry
on a busy trade in other colonial seaports.
Naturally the Boston merchants were the most indignant, and
they took the lead in organizing another boycott…In 1768, the
merchants of Philadelphia and New York joined those of Boston
in a non-importation agreement. (They were refusing to
purchase products imported from England).
Soon, some of the Southern merchants and planters also joined
in this non-importation agreement.
Suddenly…throughout the colonies, crude homespun material
became suddenly fashionable, while English luxuries were
frowned upon.
Before the consequences of his programs were fully apparent,
Townshend died, leaving the question of revising his import
duties to his successor, Lord North.
Hoping to break the non-importation agreement and divide the
colonists, in 1770 Lord North repealed all of the Townshend
duties with the exception of the tea tax.
27. C. The Boston Massacre
Boston had the most aggressive popular leader of any colony,
Samuel Adams….As a resistance leader, he had no equal in the
colonies, and from the tome of the Stamp Act troubles he was
the guiding spirit of Massachusetts radicalism.
17
Adam’s success as a politician depended on his finding suitable
topics for agitation, and the British government…having
repeatedly supplied him with topics…obliged him again by
locating customs commissioners in Boston and then stationing
troops there.
To the Bostonian “sons of liberty,” the presence of the customs
commissioners was a standing invitation to violence, and before
long the terrified officials were driven to take refuge….So that
the officials could return safely to their duties, the British
government placed four regiments within the city.
The presence of the Redcoats (the British soldiers) antagonized
Samuel Adams and his followers more than ever…While his
men ragged the soldiers and engaged them in countless fist-
fights, Adams filled the newspapers with stories of rapes and
other imagined atrocities supposedly committed by the British
soldiers….He also spread throughout Boston a rumor that the
soldiers were preparing for an attack upon the citizens.
On the night of March 5, 1770, a mob of dockworkers and other
“sons of liberty” members attacked the sentry at the
customhouse. Quickly, the leader of the British regiment lined
up several of his men in front of the building to protect
it….There was some scuffling, and one of the soldiers was
knocked down…Other soldiers then fired into the crowd, killing
five of the Bostonians.
28. This event quickly became known as the “Boston Massacre”
through the efforts of Samuel Adams who published an account
giving the impression that the dead were victims of a deliberate
plot.
The soldiers were tried and convicted of manslaughter receiving
only a token punishment, but Samuel Adams’ articles and
pamphlets convicted the Redcoats of murder in the minds of
many contemporary Americans.
Later generations have also accepted his version of the
“massacre” and thus, without knowing it, have honored his skill
as the best writer of propaganda of the pre-Revolutionary
decade.
D. The Philosophy of Revolt
A superficial calm settled on the colonies for approximately
three years after 1770...However, in reality, American political
life remained restless and troubled.
The reason was the power of ideas…The crises of the 1760’s
had helped to arouse ideological excitement among large groups
of colonists that continued on into the 1770’s, producing a
political outlook that would ultimately serve to justify
revolution.
Therefore…well before the fighting began in 1775, a profound
ideological shift had
18
occurred in the way many Americans viewed the British
government and their own.
29. The ideas that would support the Revolution emerged from
many sources.
Some were indigenous to America, drawn from religious
(particularly Puritan) sources or from the political experiences
of the colonies…But, these American ideas were enriched and
enlarged by the borrowing of powerful arguments from Europe.
Perhaps of most importance were the “radical” ideas of those in
Great Britain who stood in opposition to their own government.
Drawing from some of the great philosophical minds of earlier
generations…most notably John Locke…these English
dissidents created a powerful argument against their
government….And, that argument found a ready audience in the
troubled English colonies.
Central to this emerging ideology was a concept of what
government should be…Because man was naturally corrupt and
selfish, government was necessary to protect citizens from the
evil in one another…But, because any government was run by
corruptible men, the government itself must be protected against
its members.
In the eyes of most Englishmen and most Americans, the
English constitution was the best system of government ever
devised by man to meet these necessities….By distributing
power among the three elements of society…the monarch, the
aristocracy, and the common people…the English political
system ensured that no individual or group could exercise
complete unchecked authority.
Yet…some English dissidents and the colonists in America were
becoming deeply concerned that this noble constitution was
being destroyed…The king and his ministers were exercising
such corrupt and absolute authority, that many people were
30. beginning to believe that the balancing functions of the
government were no longer being performed
properly….Therefore, the system was threatening to become a
dangerous tyranny.
Compounding this concern was the resentment in America of
Britain’s claims to authority over the colonies…The Americans
believed that the English constitution guaranteed them the
individual liberties and political independence they
claimed….Parliament’s attempts to infringe upon those rights
was further proof of the dangerous corruption infecting the
British government, and evidence of a threatening conspiracy
against liberty in progress in London.
Therefore, Americans were beginning to come to the conclusion
that they were remaining more faithful to the English
constitution than the English were themselves…That it was the
colonists who were defending the traditional English political
system and England that was attempting to destroy it.
19
Such arguments found little sympathy in England, largely
because most Englishmen had a very different view of the
nature of their constitution than did most Americans.
To the English, the constitution was flexible, it was a constantly
changing assortment of laws that had evolved over many
centuries and remained changeable depending on the times…On
the other hand, the Americans felt that the constitution should
be fixed, an unchangeable body of governmental
principles…written down so as to avoid disagreements.
The colonists believed that rights that were basic to Englishmen
should not be left to the always changing sentiments of new
monarchs and Parliamentary leadership….These basic rights,
31. they felt, should be permanently and clearly guaranteed.
Of these rights, the most fundamental, according to the
colonists, was the right to be taxed only with their own
consent…Eventually the discontented colonists took a stand on
this issue embodied in the famous slogan, “No taxation without
representation.”
This argument about “representation” made little sense to
Englishmen…Only about one in twenty-five Englishmen
actually had the right to vote for a member of
Parliament…According to the prevailing English theory,
Parliament did not represent individuals, it represented the
interests of the whole empire, no matter where the members
happened to come from.
That was the theory of “virtual” representation…But, Americans
believed in “actual” representation…They felt they could only
be adequately represented in Parliament if they sent their quota
of members to it based on the colonial population.
However, even that solution could present some
problems….Some Americans considered proposals for electing
American representatives to Parliament but most of them
realized that American members of Parliament would not only
be outnumbered, they would be so isolated from the people of
the colonies who elected them, that they would not be able to
perform as true representatives.
Therefore, the colonists reverted back to the argument that they
could only be fairly represented in their own colonial
assemblies.
----------------------
Many of the colonists also followed closely the teachings of the
political philosopher John Locke.
32. According to Locke’s theory…men originally lived in a state of
nature and enjoyed complete liberty, then agreed to a contract
by which they set up a government to protect their natural
rights…especially their right to the ownership and enjoyment of
private property.
The government was limited by the terms of the contract and by
“natural law.”
20
It was contrary to natural law for a government to take property
without the consent of the owners, and Americans noted in
particular Locke’s statement….”If any one shall claim a power
to levy taxes on the people by his own authority, and without
such consent of the people, he thereby invades the fundamental
law of property, and subverts the end of government.”
To Americans of the 1760’s and 1770’s it was clear that the
British government was dismissing Locke’s fundamental law of
nature…and…according to Locke…if a government should
persist in exceeding its rightful powers, men would be released
from their obligation to obey such powers.
What was more, they would also have the right to make a new
contract and establish another government…The right to resist
was, in other words, only the first step….If resistance proved
ineffective, if a government proved to be thoroughly corrupt
and tyrannical that it could not be reformed, then citizens were
entitled to revolt against it…In other words...they had a “right
of revolution.”
By the early 1770’s, the relationship between America and
England had become so poisoned by resentment and mutual
suspicion, Americans had become fearful of what they
considered to be a “conspiracy against liberty” within the
British government, that only a small distance remained to be
33. traveled before the colonies would be ready to break their ties
with the empire.
That distance was crossed quickly, beginning in 1773, when a
new set of British policies shattered forever the imperial
relationship.
E. The Tea Excitement
In 1773, Britain’s East India Company, with large stocks of tea
on hand that it could not sell, was on the verge of bankruptcy.
In an effort to save it, Lord North’s government passed the Tea
Act (1773), which gave the company the right to export its
product directly to the colonies without paying any of the
regular taxes.
With these privileges, the company could undersell American
merchants and monopolize the colonial tea trade.
The Tea Act inflamed the colonists for two reasons:
First, it angered the colonial merchants, who were influential in
American society…Because of this, some were threatened with
bankruptcy….However, more importantly, the Tea Act revived
American passions about the issue of taxation without
representation.
Although Lord North’s Tea Act did not include a new tax on
tea, the issue revived the
21
harsh feelings over the only Towshend Duty remaining, and that
was the tea tax.
The colonists responded to the Tea Act by boycotting
34. tea…Instead they drank substitutes such as coffee and
chocolate….Meanwhile, with strong popular support, leaders in
various colonies made plans to prevent the East India Company
from landing its cargoes in colonial port.
In Boston, having failed to turn back the three ships in the
harbor, the followers of Samuel Adams staged a spectacular
drama.
On the evening of December 16, 1773, three companies of fifty
men each, masquerading as Mohawks, passed through a
tremendous crowd (which actually served to protect them from
official interference), went aboard the ship, broke open the tea
chests, and heaved them into the water.
As electrifying news of this Boston Tea Party spread, other
seaports followed the example and had tea parties of their own.
When the Bostonians refused to pay for the property that they
had destroyed, George III and Lord North decided on a policy of
coercion against Massachusetts…the chief center of resistance.
In four acts of 1774, Parliament proceeded to put this policy
into effect.
One of the laws closed the port of Boston…Ano ther drastically
reduced the local and provincial powers of self-government in
Massachusetts….Another permitted royal officers to be tried in
other colonies or even in England when accused of crimes in
Massachusetts…And, the last provided for the quartering of
troops in the colonists’ barns and empty houses.
These Coercive Acts (Intolerable Acts) (1774), or Intolerable
Acts as they were more widely known, were followed by the
Quebec Act (1774).
35. The Quebec Act’s object was to provide a civil government for
the French-speaking Roman Catholic inhabitants of Canada and
the Illinois country…It also granted political rights to Roman
Catholics and recognized the legality of the Roman Catholic
church in America. Because of the new French-speaking
territories under Britain’s control as a result of their victory in
the French and Indian War, this was a move that had been
needed.
However, the mostly Protestant English colonials, not to
mention the strong Puritanical leanings of New England, the
passage of the Quebec Act led many to believe that a plot was
afoot in London to subject Americans to the tyranny of the
Pope.
--------------------------------
Had it not been for the Quebec Act, Lord North might have
succeeded in his effort to
22
divide and rule the colonies by isolating Massachusetts…As it
was, the colonies generally lumped the Quebec Act together
with the Massachusetts measures as the fifth intolerable act.
From New Hampshire to South Carolina, the people prepared to
take a stand.
-----------------------------
Revolutions do not simply happen….They must be organized
and led. Beginning in 1765, colonial leaders developed a variety
of organizations for converting popular discontent into
action…organizations that in time formed the basis for an
independent government.
V. Cooperation and War
36. A. New Sources of Authority
The passage of authority from the royal government to the
colonists themselves began on the local level where the
tradition of independence was already strong.
In colony after colony, local institutions responded to the
resistance movement by simply seizing authority on their
own….And, in most colonies, committees of prominent citizens
began meeting to perform additional political functions.
The most famous and most effective of these new groups were
the Committees of Correspondence.
Massachusetts took the lead with such committees on the local
level, a network of them connecting Boston with the rural
towns…But, Virginia was the first to establish committees of
correspondence on an inter-colonial basis.
The success of these inter-colonial committees of
correspondence led Virginia to take the greatest step of all
toward united action in 1774.
Just before this, the royal governor of Virginia had dissolved
the colonial assembly. A small group of the dissolved assembly
met in the Raleigh Tavern in Williamsburg Virginia. At this
meeting, they declared that the Intolerable Acts endangered the
liberties of every colony, and issued a call for a Continental
Congress.
-------------------------
Delegates from all colonies with the exception of Georgia were
present when, in September 1774, the Continental Congress
convened in Philadelphia.
At this meeting, the majority of the delegates agreed on five
major decisions.
37. 1) In a very close vote, they defeated a plan for a colonial union
under British authority.
23
2) They drew up a statement of grievances to be submitted to
George III. In this statement, they agreed that Parliament had
the right to regulate colonial trade, but demanded the
elimination of all oppressive legislation passed since 1763. (It’s
interesting that in this grievance, the delegates addressed King
George III as their “Most Gracious Sovereign”).
3) They approved a series of resolutions such as: Military
preparations should be made for defense against possible attack
by the British troops in Boston.
4) They agreed to non-importation, non-exportation, and non-
consumption as effective means of stopping all trade with Great
Britain.
5) The delegates adjourned, agreeing to meet again the next
spring, thus indicating that they conceived of the Continental
Congress as a continuing organization.
-------------------------
During the winter, the Parliament in London debated proposals
for pacifying the colonists.
Lord North introduced a set of proposals and Parliament
approved them in 1775.
The essence of these so-called Conciliatory Propositions was
that the colonies, instead of being taxed directly by Parliament,
should tax themselves at Parliament’s demand.
With this offer, Lord North intended to re-divide Americans by
38. appealing to the disgruntled moderates…But, his offer was too
little too late…It did not reach America until after the first
shots of war had been fired.
B. Lexington and Concord
For months, the farmers and townspeople of Massachusetts had
been gathering arms and ammunition and training as
“minutemen,” ready to fight at a minute’s notice…The
Continental Congress had approved preparations for a defensive
war, and these citizen-soldiers only waited for an aggressive
move by the British soldiers in Boston.
In Boston, General Thomas Gage, commander of the British
forces there, knew of the warlike activity throughout the
countryside, but felt that his detachment was too small to do
anything until British reinforcements arrived.
But when he heard that the minutemen had stored a large supply
of gunpowder in Concord (about 18 miles away) he decided to
act….On the night of April 18, 1775, he
sent a group of about 1,000 men out from Boston on the road to
Lexington and Concord…He intended to surprise the colonials
with a bloodless victory.
24
But, during the night, the hard-riding horsemen William Dawes
and Paul Revere warned the villages and farms, and when the
Redcoats arrived in Lexington the next day, several dozen
minutemen awaited them on the common.
Shots were fired and some of the minutemen fell…eight of them
killed and ten more wounded…Advancing to Concord, the
39. British burned what was left of the powder supply after the
Americans had hastily removed most of it to safety.
On the road from Concord back to Boston the 1,000 troops,
along with 1,500 more who met them at Lexington, were
attacked by the continual gunfire of colonial farmers hiding
behind trees, rocks, and stone fences.
Before the day was over, the British had lost almost three times
as many men as the Americans.
The first shots…the “shots heard round the world”…had been
fired.
The American War for Independence had begun.
40. HIS 131
Roads to Revolution, 1750
-
1776
Chapter 5
I. A Loosening of Ties
After England’s introduction of the Navigation Acts and its
attempts at turning New
England into a Royal Colony through the Dominion of New
England, it made no serious
effort for mo
re than 70 years to tighten its control over the colonies.
However, during that time, England did in fact add to its
list of royal colonies until they
numbered eight. These were New England, New York, New
Jersey, Pennsylvania,
Maryland, Virginia, Carolina, and Georgia….In these eight
royal colonies the King had
the power of appointing governors and other colonial officia
ls.
During that time also, Parliament passed new laws
supplementing the original Navigation
Acts and elaborating on the mercantilist program….such as,
41. laws restricting colonial
manufacturing, laws prohibiting colonial paper currency, and
additional laws r
egulating
trade.
Nevertheless, the British government itself remained uncertain
and divided about the
extent to which it should interfere in colonial
affairs….Therefore, the colonies, until the
late 1750’s, were left, within broad limits, to go their sepa
rate ways.
A. A Tradition of Neglect
During the first half of the 1700’s, though most of the colonies
continued to be governed
in the king’s name, British Parliament more and more asserted
its power over the king.
Theoretically, Parliament represented
the interests of the whole kingdom…However, in
actuality, it represented mostly the interests of the wealthy
merchants and landowners in
England….And, most of these merchants and landowners
objected to any ambitious
scheme for reorganization of the English
empire that might possibly require large
expenditures, increase their taxes, or disrupt their profitable
trade with the colonies.
42. During the reigns of George I and George II from 1714 to 1760,
the real executive power
in England had become the newly crea
ted Parliamentary official, the
Prime Minister
.
The first of these prime ministers,
Robert Walpole
, believed that a relaxation of trade
restrictions towards the colonies would enable the colonies to
buy more English goods
and would thus benefit British mer
chants.
Therefore, Walpole deliberately refrained from attempting a
very strict enforcement of
the Navigation Acts. This purposeful lack of enforcement
became, temporarily,
HIS 131
Roads to Revolution, 1750-1776
Chapter 5
I. A Loosening of Ties
After England’s introduction of the Navigation Acts and its
attempts at turning New
England into a Royal Colony through the Dominion of New
England, it made no serious
effort for more than 70 years to tighten its control over the
colonies.
43. However, during that time, England did in fact add to its list of
royal colonies until they
numbered eight. These were New England, New York, New
Jersey, Pennsylvania,
Maryland, Virginia, Carolina, and Georgia….In these eight
royal colonies the King had
the power of appointing governors and other colonial officials.
During that time also, Parliament passed new laws
supplementing the original Navigation
Acts and elaborating on the mercantilist program….such as,
laws restricting colonial
manufacturing, laws prohibiting colonial paper currency, and
additional laws regulating
trade.
Nevertheless, the British government itself remained uncertain
and divided about the
extent to which it should interfere in colonial
affairs….Therefore, the colonies, until the
late 1750’s, were left, within broad limits, to go their separate
ways.
A. A Tradition of Neglect
During the first half of the 1700’s, though most of the colonies
continued to be governed
in the king’s name, British Parliament more and more asserted
its power over the king.
Theoretically, Parliament represented the interests of the whole
kingdom…However, in
actuality, it represented mostly the interests of the wealthy
merchants and landowners in
44. England….And, most of these merchants and landowners
objected to any ambitious
scheme for reorganization of the English empire that might
possibly require large
expenditures, increase their taxes, or disrupt their profitable
trade with the colonies.
During the reigns of George I and George II from 1714 to 1760,
the real executive power
in England had become the newly created Parliamentary
official, the Prime Minister.
The first of these prime ministers, Robert Walpole, believed
that a relaxation of trade
restrictions towards the colonies would enable the colonies to
buy more English goods
and would thus benefit British merchants.
Therefore, Walpole deliberately refrained from attempting a
very strict enforcement of
the Navigation Acts. This purposeful lack of enforcement
became, temporarily,