Discontent and LibertyThe road to the revolutionThe .docxsalmonpybus
Discontent and Liberty
The road to the revolution
The following slides have images
that connect to this period’s history.
Explore what they have in common.
What events do the refer to?
George Grenville
Organizing the
Resistance
• Farmers organized against colonial
governments in several colonies.
What examples can you find in the
readings?
• Who were the Daughters of Liberty?
• Sons of Liberty:
• Very aggressive
• Strongest in Boston
• Targeted disdain towards
government representatives
The Coercive
(Intolerable)
Acts
Pushed more colonists to
organize a response to
protect their freedoms.
What did each act do? How
did colonists react to them?
First Continental Congress
• Held at Carpenter’s Hall.
• Did not accept the arguments for revolt.
Instead proposed stopping trade with
England until Coercive Acts were lifted.
• Most colonists were pleased with the
proposal from the First Continental
Congress: it was seen as being a
middle-of-the-road action.
• Continental Association was created to
force royal authority to redress their
grievances through an economic
boycott.
• Journals of the Continental Congress:
http://memory.loc.gov/ammem/amlaw/
lwjc.html
http://memory.loc.gov/ammem/amlaw/lwjc.html
http://memory.loc.gov/ammem/amlaw/lwjc.html
A R M E D C O N F L I C T
B E G I N S
• Lexington and Concord,
April 19, 1775
• Second Continental
Congress, May 10, 1775
• Breed’s Hill and Bunker Hill,
June 16, 1775
D E C L A R I N G
I N D E P E N D E N C E
The Document (audio reading:
www.npr.org/2011/07/04/137497061/
reading-the-declaration-of-
independence-aloud)
• Thomas Jefferson drafted the first
draft and was helped by John
Adams and Benjamin Franklin
• What arguments did Jefferson
put forth?
• On July 4, 1776, twelve colonies
agreed to the declaration. New
York abstained.
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
Liberty
What did the colonists mean
when the referred to
“liberty”?
Yankee Doodle:
A Historical Analysis
The Culture of the Revolution
Search the internet for different versions
of the song “Yankee Doodle.”
Further Links to Consider
• http://www.loc.gov/teachers/lyrical/songs/
yankee_doodle.html
• http://www.npr.org/templates/story/story.php?
storyId=4970266
• http://abcnews.go.com/US/yankee-doodle-dandy-
explained-revolutionary-facts/story?id=24314207
http://www.loc.gov/teachers/lyrical/songs/yankee_doodle.html
http://www.loc.gov/teachers/lyrical/songs/yankee_doodle.html
http://www.npr.org/templates/story/story.php?storyId=4970266
http://www.npr.org/templates/story/story.php?storyId=4970266
http://abcnews.go.com/US/yanke.
Discontent and LibertyThe road to the revolutionThe .docxsalmonpybus
Discontent and Liberty
The road to the revolution
The following slides have images
that connect to this period’s history.
Explore what they have in common.
What events do the refer to?
George Grenville
Organizing the
Resistance
• Farmers organized against colonial
governments in several colonies.
What examples can you find in the
readings?
• Who were the Daughters of Liberty?
• Sons of Liberty:
• Very aggressive
• Strongest in Boston
• Targeted disdain towards
government representatives
The Coercive
(Intolerable)
Acts
Pushed more colonists to
organize a response to
protect their freedoms.
What did each act do? How
did colonists react to them?
First Continental Congress
• Held at Carpenter’s Hall.
• Did not accept the arguments for revolt.
Instead proposed stopping trade with
England until Coercive Acts were lifted.
• Most colonists were pleased with the
proposal from the First Continental
Congress: it was seen as being a
middle-of-the-road action.
• Continental Association was created to
force royal authority to redress their
grievances through an economic
boycott.
• Journals of the Continental Congress:
http://memory.loc.gov/ammem/amlaw/
lwjc.html
http://memory.loc.gov/ammem/amlaw/lwjc.html
http://memory.loc.gov/ammem/amlaw/lwjc.html
A R M E D C O N F L I C T
B E G I N S
• Lexington and Concord,
April 19, 1775
• Second Continental
Congress, May 10, 1775
• Breed’s Hill and Bunker Hill,
June 16, 1775
D E C L A R I N G
I N D E P E N D E N C E
The Document (audio reading:
www.npr.org/2011/07/04/137497061/
reading-the-declaration-of-
independence-aloud)
• Thomas Jefferson drafted the first
draft and was helped by John
Adams and Benjamin Franklin
• What arguments did Jefferson
put forth?
• On July 4, 1776, twelve colonies
agreed to the declaration. New
York abstained.
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
http://www.npr.org/2011/07/04/137497061/reading-the-declaration-of-independence-aloud
Liberty
What did the colonists mean
when the referred to
“liberty”?
Yankee Doodle:
A Historical Analysis
The Culture of the Revolution
Search the internet for different versions
of the song “Yankee Doodle.”
Further Links to Consider
• http://www.loc.gov/teachers/lyrical/songs/
yankee_doodle.html
• http://www.npr.org/templates/story/story.php?
storyId=4970266
• http://abcnews.go.com/US/yankee-doodle-dandy-
explained-revolutionary-facts/story?id=24314207
http://www.loc.gov/teachers/lyrical/songs/yankee_doodle.html
http://www.loc.gov/teachers/lyrical/songs/yankee_doodle.html
http://www.npr.org/templates/story/story.php?storyId=4970266
http://www.npr.org/templates/story/story.php?storyId=4970266
http://abcnews.go.com/US/yanke.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
10. Références
• Editors of Encyclopædia Britannica. (n.d.). Lon Nol (president of Cambodia).
Encyclopedia Britannica Online. Retrieved May 13, 2014, from
http://www.britannica.com/EBchecked/topic/346805/Lon-Nol
• Khmer Rouge History. (n.d.). Cambodia Tribunal Monitor. Retrieved May 11, 2014,
from http://www.cambodiatribunal.org/history/cambodian-history/khmer-rouge-
history/
• A Profile of Pol Pot, Leader of the Khmer Rouge. (n.d.). About.com 20th Century
History. Retrieved May 11, 2014, from
http://history1900s.about.com/od/people/a/Pol-Pot.htm
• GENOCIDE - CAMBODIA. (n.d.). GENOCIDE - CAMBODIA. Retrieved May 13, 2014,
from http://www.ppu.org.uk/genocide/g_cambodia2.html
• Pol Pot in Cambodia 1975-1979. (1999). The History Place - Genocide in the 20th
Century. Retrieved May 13, 2014 from
http://www.historyplace.com/worldhistory/genocide/pol-pot.htm
• The Killing Fields. (n.d.). Doors 2 Cambodia. Retrieved May 13, 2014 from
http://www.roch.edu/course/doors2cambodia/cambodia._killing_fields.html
