The Common Man’s Impact on The Revolution
As I began to research this paper I soon realized that the topic I was looking on would be difficult because of the aspect I was attempting to look at it from. I wanted to see everything from the eyes of those who remained undocumented by the history books. But if I’m looking for something that isn’t there, how on Earth can I find it? I turned to my paragraphs to show me the light. George Hewes was a lowly shoemaker in Boston in the pre-revolution years, and was written about by Alfred Young. But what did the author leave out, and why was he biased towards the young patriot.
Alfred Young is a well-known writer on the topics of the Revolution, and events leading up to. He wrote a essay called “The Shoemaker and The Revolution”, about George Hewes and the affects this man made on the revolution. One of the first things you notice about the essay is the title itself, which uses the specific title of “shoemaker” for Hewes, to catch your attention. He pays specific care to the details and even uses the examples of two actual colonial time writers: James Hawkes and Benjamin Thatcher, who both at one point interviewed Hewes. He remains almost totally unbiased in his paper because he chooses only to tell the story of Hewes and the adventures he lived in his home-town of Boston.
When I started this project I had no idea what paragraphs I was going to use, and actually randomly picked some out when we were told we had five minutes left to e-mail them. After reading over the pages I picked I decided to do two paragraphs from one essay written by Young, that asks the questions I wanted to ask, and then another one on Hewes because he is a primary interest of mine. He shows that it is true, that even the smallest person in a revolution has their affect.
A review of his methodology shows the time and energy that entering this book. He uses a variety of sources for his research and evidence of good sources such as newspapers; memoirs; diaries; census figures; real estate listings; private letters and documents; journals and memoirs; public records and statements; the federal and local
Despite bouncing around the era a bit, the book flows well and the author's story telling easily keeps the reader turning pages. Though there is a strong bias to the patriotic elite, Ellis manages to keep in most respects a reasonably objective vantage point in the narrative and acknowledges that these Founding Brothers were indeed mere mortals, which fate or providence placed perfectly it seems.
The Shoemaker and the Tea Party examines three main events, The American Revolution, The Boston Massacre, and the Boston Tea Party, and in which ways they are shaped as memories over time. Within the chapter labeled “Taming the Memory of the Revolution, 1783-1820,” Young goes on to discuss what it takes for an event to pass into a public memory. During the time of the American Revolution, so many negative events happened that many Americans did not want to past as memories, such as the Boston Massacre. Young makes a point that instead of remembering all of the negative events that happened, “exchange that Anniversary for Another,” (Young, 1999, 108). With that being said, The Boston Massacre happened on March 5, 1770, while the Declaration of Independence was adopted into Congress July 4, 1776 – the Fourth of July overshadowed March 5th,
Taylor believed that the revolution was more than just gaining independence from Great Britain, and not only did he believe there was other motives that fueled the revolution, he also believed that the solution of the revolution didn’t completely end once the colonies gained their independence, but continued for about 20 years after there was still an internal revolution on home ground being fought between the upper and lower classes throughout the colonies. Taylor does agree that part of the American Revolution was becoming independent and free of the British control, but Taylor disagrees with the fact that that was the only purpose and outcome of the movement. This prize winning author adds that the revolution was more or less two parts, part one was gaining independence and achieving a successful democracy throughout. While part two of the movement, was the internal issue facing the colonies, the differences between the classes and the inequality that influenced the division. Unlike Brown’s article, Taylor didn’t emphasize Great Britain’s role in the revolution, but instead he focused on what he
The Shoemaker and the Tea Party by Alfred Young revolves around two bibliographies written about one of the last living participants of the Boston Tea Party, and the authors own interpretations of the events surrounding the Tea Party and the American Revolution as a whole. In this particular novel, Young explores what it means to rediscover history, and how history is continually redefined. Particular attention in the novel is given to public history, and how highlighting people otherwise lost to time can completely change how an event is perceived. Readers are given the opportunity to see the history behind the American Revolution through the lenses of an average man of that time. In this essay I will review the novel and the message that Young is conveying through it.
Schultz, David, and John R. Vile. The Encyclopedia of Civil Liberties in America. 710-712. Gale Virtual Reference Library. Gale Virtual Reference Library, n.d. Web. 18 Mar. 2010. .
Henretta, James A and David* Brody. America: A concise History . Boston: Bedford/St. Martin's, 2010. Document.
Kaplan, Sidney. The Black Presence in the Era of the American Revolution, 1770-1800. Greenwich, Conn: New York Graphic Society, 1973.
Riddled with ambiguity by its very nature, the text of William Shakespeare's Hamlet has been a commonly debated subject in literary circles since its first performance. The character Hamlet undergoes intense physical and emotional hardship in his quest for revenge against his despicable uncle. This hardship, some argue, leads to an emotional breakdown and, ultimately, Hamlet's insanity. While this assessment may be suitable in some cases, it falls short in others. Since Hamlet is a play, the ultimate motivation of each of the characters borrows not only from the text, but also from the motivations of the actors playing the parts. In most respects, these motivations are more apt at discerning the emotional condition of a character than their dialogue ever could. Thus, the question is derived: In Kenneth Branagh's film adaptation of Hamlet, does the character Hamlet suffer from insanity? Giving halt to the response, this paper will first endeavor to establish what insanity is and will then provide sufficient examples both from the text, film, and Branagh's own musings on his motivations as proof that Hamlet's character, at least in Branagh's version of the play, is not insane.
There are many factors contributing to social change, including new inventions, ideas, and even internal conflict. Many memorable actions and disputes in history appear to have been planned due to the need or strong desire for social change, such as the War of 1812, the Pacific War, and even the Battle of Fort Sumter. The American Revolution, however, appears to be unplanned as it appears more as an action of fighting against inequality from the British to ensure the beginning for social change in America, rather than a planned mean for change.
The main characters, Hester Prynne, Arthur Dimmesdale, Roger Chillingworth, and the Puritan society represented by the townspeople, all sinned. The story is a study of the effects of sin on the hearts and minds of Hester, Dimmesdale, and Chillingworth. Sin strengthens Hester, humanizes Dimmesdale, and turns Chillingworth into the villain. Hester Prynne's sin was adultery. This sin was regarded very seriously by the Puritans, and was often punished by death. Hester's punishment was to endure a public shaming on a scaffold for three hours and wear a scarlet letter "A" on her chest for the rest of her life in the town. Although Hawthorne does not pardon Hester's sin, he interprets it in a diminished way that is less serious than of Dimmesdale and Chillingworth. Hester's sin was a sin of desire. This sin was openly acknowledged as she wore the "A" on her chest. Although she is not justified, Hester did not commit the greatest sin of the novel. She did not deliberately commit her sin or mean to hurt others. Hester's sin is that her passions and love were of more importance to her than the Puritan moral code. This is shown when she says to Dimmesdale, "What we did had a consecration of its own. We felt it so! We said so to each other!" Hester fully acknowledged her guilt and displayed it with pride to the world. This was obvious by the way she displayed the scarlet letter. It was elaborately designed as if to show Hester was proud of what she had done.
During the Puritan era, sin was the epitome of evil. Sinners were immoral and criminal creatures who were resented by the other Puritans and were forced to live a life of shame and guilt. Hester Prynne, the main character in The Scarlet Letter, is a sinner in Puritan-era Boston. Unfaithful to her husband and conceiving a child out of wedlock with another man, Hester commits a sin worthy of death. Conversely, Hester proves to be a compassionate, resilient humanitarian. Hawthorne depicts Hester as a morally ambiguous character by contrasting her sin and her character through the different meanings of the letter A.
The thesis of this study is how society was during the French Revolution from 1789 to 1799. The French Revolution during this time went through significant changes from the beginning when society was run by the wealthy class and being undemocratic and changed to being a democratic state. From 1789 to 1799, the French Revolution was a “cataclysmic political and social upheaval.” French society was going through a hard period in France.
Social Justice is about making society function better – providing the support and tools to help turn lives around. This is a challenging new approach to dealing with poverty in all its forms. It is not about income poverty alone.(SJS) Throughout this essay I will explore why Poverty is a primary issue when striving for Social Justice and how, we as professionals, can attempt to overcome this by working together to achieve a fairer more just society. Social Work, Primary Education and Community Learning and Development are working together collaboratively to achieve Social Justice. I will discuss the changes that have taken place in our professions and the guidelines and regulations that we must adhere to. In addition to this I will examine the positive and negative outcomes of my group experience working together with CLD, Social Work and Education Students. I will also address the historical perspective in addition to the philosophical perspectives.
The probability and potential of the students can be raised and develop the motive to move forward. The students who take stress as a burden, the probability of success rate decreases Stress caused due to academic pressure is called academic stress which is experienced by students. Academic stress is not caused by a single reason but various factors which includes pressure to perform well, work load, pressure from parents and competition. Academic stress does not start with college, depression, nervous breakdown, headaches and strokes are observable in younger students too. Advanced educational like universities, where work load is high and allocated and based on deadline and unable to perform well in the exams are more likely to suffer from stress. Smith & peters, (2000). Friends and Family can be the best reason to relieve stress but they can also become the reason behind stress. Choose the friend that motivates and supports constantly in tough times. Keinan and Perlberg ,(1986) pointed out that the level of anxiety experienced by college students may differ from non-student peers and from one school year to