Revolutionary War Essay
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A persuasive writing project focusing on social studies content. After learning about the events leading up to the Revolutionary War, students will write a five paragraph essay from either the point of view of a loyalist or a patriot trying to convince others to rebel against England or remain loyal.
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· Clarifying some things on the Revolution I am going to say som.docx
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
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I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
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After the costly French and Indian War, the British government sought to raise taxes from the American colonies to help pay off war debts. This led to growing tensions between patriots in the colonies, who felt they had no representation in Parliament, and loyalists who believed the colonies should contribute as British citizens. Key tax acts like the Stamp Act, Townshend Acts, and Tea Act angered patriots and sparked acts of protest like the Boston Tea Party. In response, Britain passed the Intolerable Acts to tighten control and punish Boston, further straining the relationship between Britain and its American colonies.
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· Clarifying some things on the Revolution I am going to say som.docx
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
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· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
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This chapter discusses the growing tensions between the British colonies in America and the British government in the years leading up to the American Revolution. It describes how the colonies were originally established and self-governed, but increasingly faced taxation and laws imposed by Britain to exert control over the colonies. Major events that escalated tensions included the Boston Massacre, the Tea Act and Boston Tea Party, and the Intolerable Acts in response to the Tea Party. In 1775, clashes between colonial militias and British troops at Lexington and Concord marked the outbreak of armed conflict, starting the Revolutionary War.
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The document summarizes John's journal entries during the American Revolution from 1767 to 1783. It describes the taxes imposed by the Townshend Acts that angered the colonists, key events that led to the revolution like the Boston Tea Party and Battle of Lexington, difficulties faced by Washington's troops at Valley Forge, and major battles of the war. It concludes with the signing of the Treaty of Paris in 1783 that recognized American independence from Britain.
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After the costly French and Indian War, the British government sought to raise taxes from the American colonies to help pay off war debts. This led to growing tensions between patriots in the colonies, who felt they had no representation in Parliament, and loyalists who believed the colonies should contribute as British citizens. Key tax acts like the Stamp Act, Townshend Acts, and Tea Act angered patriots and sparked acts of protest like the Boston Tea Party. In response, Britain passed the Intolerable Acts to tighten control and punish Boston, further straining the relationship between Britain and its American colonies.
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The document describes key events leading up to and during the American Revolution from a first person perspective:
1) It begins during the Stamp Act crisis of 1765, with the narrator witnessing the posting of notices about the new tax and attending protests against it.
2) It then jumps to the Boston Massacre of 1770, where British soldiers killed American colonists. Later, it mentions the Boston Tea Party protest of 1773 against British tea taxes.
3) The document focuses on the Battle of Lexington and Concord in 1775, where the narrator joins colonial militias and witnesses the first shots of the Revolutionary War.
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Revolutionary voices from the american revo
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The document provides a summary of key events and figures related to Britain's increasing control over the American colonies and the colonists' reactions:
1) Britain started taxing colonies through acts like the Sugar Act and Stamp Act to raise revenue after the French and Indian War. This angered colonists who believed "no taxation without representation."
2) Leaders like Samuel Adams and Patrick Henry protested the taxes through boycotts and speeches. Adams led the Sons of Liberty to organize resistance while Henry famously declared "give me liberty or give me death."
3) Though Parliament repealed the Stamp Act in 1766, tensions continued to rise as Britain asserted its right to govern the colonies, foreshadowing the American
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This document outlines lessons for teaching persuasive writing. It includes 6 lessons: defining persuasive writing, knowing your audience, doing research, making the topic personal, making it relevant to the audience, and closing strongly. Persuasive writing aims to change opinions or actions through techniques like persuasive language, facts, personal stories, and challenging the reader. The lessons provide tips and examples for each step of the persuasive writing process.
St. Augustine (4th SS)
The document discusses the Castillo de San Marcos fort in St. Augustine, Florida. It provides background on how the city of St. Augustine got its name and why earlier forts there did not last as long as the Castillo de San Marcos. Students are instructed to retell sections they read to partners and to write a letter or journal entry imagining they are a Native American helping to construct the fort, using vocabulary words and details from the text.
Time to Write Expository
The document provides instructions for writing an expository essay in 4 steps: planning, writing the introduction paragraph, writing the body paragraphs with main ideas and examples, and writing the conclusion paragraph. It uses an example essay about enjoying the activity of caving. The planning section has students come up with a focus statement, two main ideas, and examples for each to prove the main ideas. The writing section then walks through drafting each paragraph based on the elements planned in step 1.
Spelling words
This document contains two lists of spelling words. The first list includes words like "quickly", "there", "their", "they're" and other commonly misspelled words. The second list also contains potentially tricky words involving similar spellings such as "weight" and "weather", "except" and "accept", and "though" and "through".
Reading Response Model (SLAM)
This document introduces the SLAM model for summarizing information, which stands for State, Locate, Add, and Make. According to the model, the first sentence should state part of the question, the second sentence should locate evidence from the text, the third sentence can add the writer's own thoughts, and the fourth sentence should make a meaningful conclusion or connection. It then provides an example summary applying this model to summarize an excerpt about an interview with Professor Pierson on page 181 that provides new information about a meteorite.
Theme in Poetry
The document is about a child who used to enjoy using their imagination to play make-believe games. As the child got older, others told them they should stop pretending and grow up. Now as an adult, the author misses the games they used to play as a child.
Persuade & debate ii
This document provides guidance on drafting and revising a persuasive writing project for 5th grade on the importance of knowing where food comes from. It includes sections on drafting an introduction, body paragraphs with arguments and evidence, and a conclusion. The introduction would ask a question about the topic, provide background, and state an opinion. Each body paragraph advocates for a different argument, establishes facts, and supports them with examples. The conclusion restates the topic, summarizes arguments, and closes with a statement of position.
Persuade & Debate 1
This document provides guidance for a 5th grade persuasive writing project. It explains that students will be assigned a proposition to argue either for or against, such as whether dogs are better than cats. It lists several potential propositions and instructs students to write a thesis statement stating their position. The document outlines what a good persuasive essay should include, such as understanding both sides of an issue and developing at least two well-supported reasons for their argument. It also provides tips for research, note taking, and presenting opposing arguments.
Paraphrasing powerpoint
Paraphrasing is the act of restating or rewriting ideas and concepts from another source in your own words. It is an important skill in language arts as it allows students to demonstrate their understanding of a topic while avoiding plagiarism. The ability to paraphrase effectively helps develop comprehension and is useful for assignments that require summarizing information from multiple sources.
Chapter 2
Organs work together to keep the human body functioning properly. The document discusses several key organs and body systems:
1) Organs such as the heart, lungs, and stomach each have specific jobs to carry out important processes like circulation, gas exchange, and digestion.
2) Bones and muscles also work together, with bones providing structure and muscles enabling movement. Muscles contract in pairs to move the skeleton.
3) The circulatory system transports blood throughout the body using arteries and veins. Blood carries oxygen from the lungs to tissues and removes waste to be filtered by the kidneys.
4) The digestive system breaks down food using organs like the liver, pancreas, and small intestine and
Sc. fair written report (exp. design)
This document provides guidelines for students completing a science fair written report. It outlines the 14 required sections for the report and examples of content for each section. For competitive students, reports must be typed using standard font sizes and formatting. Sections include the purpose of the study, the problem being investigated, a research paper, hypothesis, subjects, variables, controls, materials, procedures, graphs of data, results, conclusion, applications, and recommendations. Following these guidelines will help students complete a full written report for their science fair project.
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- 4. Make your first sentence so unbelievably interesting that your reader WANTS to keep on reading! Is cheap tea really worth dying for? Worth killing for? (Loyalist) The great patriot, Patrick Henry, spoke the truth when he said, “I am not a Virgninian, but an American!” (Patriot)
- 5. What are the colonists upset about? Why? What are the British upset about? Why? Keep it short: 1-2 sentences Remember to write from a 1st person point of view – your are trying to convince other colonists! Hint: Look back at your Causes of the Revolutionary War sheets for ideas!
- 6. States what you think others should vote to do (rebel vs. stay loyal) Includes a quick summary of your arguments. Lays out your essay. Without a doubt, you should vote to (opinion). This is clearly the right course of action because (argument #1), (argument #2), and (argument #3).
- 8. Paragraphs #2 - 4
- 9. Write down the first reason from your opinion statement in the introduction. Don’t forget to add a sweet transition! Consider this, is it fair that all the decisions about our colonies are being made thousands of miles away in England? No I say! We deserve representation! (Patriot) Let’s all think about this, sure extra taxes are annoying, but England has the strongest military in the world! (Loyalist)
- 10. Use specific details from the text or other research to support your reasons! The more details the better – make this so intense no one would dare disagree.
- 11. Consider this, is it fair that all the decisions about our colonies are being made thousands of miles away in England? No I say! We deserve representation! Quartering act was passed by Parliament in England – we hated it Stamp act unfairly makes us colonists pay for the English troops we’re already having to feed! Intolerable acts were England’s revenge on us for the Boston Tea Party! Let’s all think about this, sure extra taxes are annoying, but England has the strongest military in the world! British regulars are well supplied with good muskets and plenty of ammunition. We don’t even have an army! Our militias have so little ammunition they can’t even practice firing their weapons.
- 13. Paragraph #5
- 14. Re-state opinion in a NEW way Summarize your reasons again Include a call to action – tell people what you think they should do!
- 18. Paragraph #1
- 19. PLAN PARAGRAPH The great patriot, Patrick Henry, spoke the truth when he said, “I am not a Virginian, but an American!” Over the past ten years, the colonies have been oppressed by our English overlords. The Quartering and Stamp Acts unfairly forced us to pay for the English army currently staying rent-free in our homes. When we struck back by boycotting their good and dumping their tea into Boston Harbor, the English responded with the Intolerable Acts. Without a doubt, you should vote tonight to rebel against England! This is clearly the right course of action because it will make sure we have equal representation, our rights, and no unfair taxes.
- 20. Paragraphs #2 - 4
- 21. PLAN PARAGRAPH Consider this, is it fair that all the decisions about our colonies are being made thousands of miles away in England? No! We should have our own representation! Just take the Quartering Act as an example. The English Parliament decided to make us provide for their army without even asking. Were there any colonists that voted on this? I think not. As if that wasn’t enough, the Stamp Act unfairly forced us to pay even more simply because England decided we should. Now England has gone a step further, using taxes as a punishment by passing the Intolerable Acts as a response to the Boston Tea Party.
- 22. Paragraph #5
- 23. PLAN PARAGRAPH The only reasonable course of action left to us is to rebel against the tyranny of the king. England has treated us unfairly by denying us representation, by taking away our rights, and by taxing us unfairly. Colonists! Friends! We must resist this tyranny with our lives!
- 24. Completing your Essay Now go write your own five paragraph persuasive essay! Remember to use correct spelling, punctuation, and indent when you start a new paragraph! Read over your essay when you’re done, make sure it makes sense!