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A nativist argument also influenced the opinion of some in Canada, and in other parts of the world with large non-Northern European immigrant ethnic and racial minorities. One pro-suffrage argument in Canada was that white British Canadian women deserved the vote because the franchise had already been entrusted to naturalized male immigrants from Central Europe. In the United States the same argument was used, as was the fact that African American males had already won the vote before white women. The same reasoning was used by some white settlers in New Zealand, anxious about indigenous peoples access to political rights when it was denied to white women.
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The International Woman Suffrage Association: The International Woman Suffrage Association, established between 1899 and 1902, held its first meeting in Berlin in 1904. A series of Congresses followed, each with the aim of improving womens rights, and each providing a stimulus for similar transforming movements throughout the world. At the Alliances seventh meeting in Budapest in 1913, euphoria about success was in the air, causing American Carrie Chapman Catt to claim: Our movement has reached the last stage....Parliaments have stopped laughing at woman suffrage, and politicians have begun to dodge!
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Though the nation faced multiple difficulties as a result of the American Revolution, it set forth the stages for a free nation where people could prosper and live as "one nation under God, indivisible, with Liberty and Justice for all." Causes Causes and Effects of the American Revolution By: Catherine Wellen The Rise of a Commercial Empire: Until the mid-seventeenth century, the English leaders ignored the American colonists for the most part
England provided no military assistance for the colonies
With the Restoration of Charles the Second and the Stuart monarchy, intervention replaced indifference regarding the colonies
Charles II wanted to bring the colonies more tightly under its mother country.
The American Revolution has been studied and will continue to be studied in countless ways. However intricate or simple, the lessons will always tell of the history of a nation that is arguably the most powerful and influential in the world today. The lesson that follows this essay does not seek to introduce a myriad of details, facts, names and figures concerning the American Revolution. Instead, this lesson seeks to create a framework for understanding the connections between colony and mother country thus helping students to understand the necessity of such a battle. In addition, students will be introduced to South Carolina’s reactions in the series of events. I hope to achieve a web of information that helps students bridge connections between colonists in South Carolina, colonists throughout America and governance throughout Europe.
As a classroom teacher, I have used primary documents. However, I have only used written documents and never with the intent of allowing the document to tell the story. Through this summer’s course I was able to work through the process of planning a lesson around a primary source. In other words, I let the source be the focus of learning instead of it just being an addition to learning. The goal of my lesson was to have students understand the basics of the American Revolution including the causes, and consequences. The documents I used were intended to connect England and America and show students how global conflicts eventually lead to internal conflicts. I also used documents like an eyewitness account of the Boston Tea Party and South Carolina’s Stamp Act Resolutions to show how people on a local level reacted to the events of the time. These resources helped to frame a plan that allowed my students to think critically about history.
I attribute the structure of my lesson to the content lectures that I participated in as a student during the Midlands Institute. The daily content lessons made me think of history in a way that is different from most of the history classes that I have taken. During the course, I was able to make connections across time periods and events. Then I was able to put these events, people, and places together in uncommon ways. For example, when we were required to write an essay based on information from the book Stono: Documenting and Interpreting a Southern Slave Revolt by Mark Smith, I was able to clearly see the connection between The Negro Act, Charleston School for Negroes and the Treaty of Paris of all things. I found that this method of instructions aligns with my beliefs as a teacher of history. I believe that history is a way to understand people and their behaviors. I also seek to have my students engage in this level of understanding about history. As a result, I thought that the best way to help students understand the essence of the American Revolution through primary documents was to teach the causes and consequences instead of the regular names and dates.