During the seventeenth century, Great Britain established thirteen colonies along the Atlantic coast of the North American continent. Though they were united by their connection to English society and the British government, each colony had a very different experience in the New World: the settlers who established the colonies brought with them different motivations and expectations, and the unique geographic characteristics of each colony shaped the development of those colonial societies. After more than a century of colonial rule, the ties that united the colonies to their home country frayed. In the decades following the Seven Years’ War, the colonial relationship degenerated into a series of provocations and counter-provocations over the future of North America. The Revolutionary War transformed the American colonies into the United States, and brought tremendous changes to the political and social institutions of the new country.

 

In this assessment, you will examine the motivations for English colonization and the organization and government of several English colonies. You will also consider the causes of the American Revolution and describe its effects on the population of the new United States.

 

REQUIREMENTS

 

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

 

A.  Explain the reasons for English colonization (suggested length of 2–3 paragraphs)  by doing the following:

 

1.  Discuss the political motivations for English imperialism.

 

2.  Describe the social pressures that contributed to English colonization of North America.

 

B.  Describe the economic systems (e.g., labor relationships, trade networks, major cash crops), social characteristics (e.g., religious beliefs, family structures, cultural practices, class systems), and political systems (e.g., types of representation, major governmental bodies, significant political figures) of the following colonies using the attached “English Colonies in America Table,” or similar document:

 

•  Massachusetts Bay

 

•  Virginia

 

•  The Carolinas

 

Note: You may include a short paragraph in each cell or a thorough bulleted list with significant key terms.
 

 

C.  Explain the major ideas and events (i.e., Enlightenment philosophies, colonial conflicts, imperial regulations, acts of rebellion) that led to the American Revolution (suggested length of 2–3 paragraphs) .

 

D.  Describe how each  of the following groups were affected by the political and/or social changes that followed the American Revolution (suggested length of 2–3 paragraphs):

 

•  Native Americans

 

•  African Americans

 

•  women
 

 

E.  Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.

 

1.  Include the following information when providing source references:

 

•   author

 

•   date

 

•   title

 

•   location of information (e.g., publisher, journal, or website URL)

 

RUBRICARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS):

 

NOT EVIDENT

 

The candidate provides unsatisfactory articulation of response.

 

APPROACHING COMPETENCE

 

The candidate provides weak articulation of response.

 

COMPETENT

 

The candidate provides adequate articulation of response.

 

A1:ENGLISH IMPERIALISM

 

NOT EVIDENT

 

The candidate does not provide a logical discussion of the political motivations for English imperialism.

 

APPROACHING COMPETENCE

 

The candidate provides a logical discussion, with insufficient detail, of the political motivations for English imperialism.

 

COMPETENT

 

The candidate provides a logical discussion, with sufficient detail, of the political motivations for English imperialism.

 

A2:SOCIAL PRESSURES

 

NOT EVIDENT

 

The candidate does not provide an accurate description of the social pressures that contributed to English colonization of North America.

 

APPROACHING COMPETENCE

 

The candidate provides an accurate description, with insufficient detail, of the social pressures that contributed to English colonization of North America.

 

COMPETENT

 

The candidate provides an accurate description, with sufficient detail, of the social pressures that contributed to English colonization of North America.

 

B:COLONIAL DESCRIPTIONS

 

NOT EVIDENT

 

The candidate does not provide an accurate description of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.

 

APPROACHING COMPETENCE

 

The candidate provides an accurate description, with insufficient detail, of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.

 

COMPETENT

 

The candidate provides an accurate description, with sufficient detail, of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.

 

C:AMERICAN REVOLUTION

 

NOT EVIDENT

 

The candidate does not provide a logical explanation of the major ideas and events that led to the American Revolution.

 

APPROACHING COMPETENCE

 

The candidate provides a logical explanation, with insufficient detail, of the major ideas and events that led to the American Revolution.

 

COMPETENT

 

The candidate provides a logical explanation, with sufficient detail, of the major ideas and events that led to the American Revolution.

 

D:EFFECTS OF THE AMERICAN REVOLUTION

 

NOT EVIDENT

 

The candidate does not provide an accurate description of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.

 

APPROACHING COMPETENCE

 

The candidate provides an accurate description, with insufficient detail, of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.

 

COMPETENT

 

The candidate provides an accurate description, with sufficient detail, of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.

 

E:SOURCE ACKNOWLEDGEMENT

 

NOT EVIDENT

 

There is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references.

 

APPROACHING COMPETENCE

 

The candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content.

 

COMPETENT

 

The candidate provides sufficient acknowledgement of source information, using in-text citations and references, for all quoted, paraphrased, and summarized content.

 

E1:SOURCE INFORMATION

 

NOT EVIDENT

 

The candidate does not include the given points when providing source references.

 

APPROACHING COMPETENCE

 

The candidate includes the given points, with incomplete or inaccurate information, when providing source references.

 

COMPETENT

 

The candidate includes the given points, with accurate and complete information, when providing source references.

 

WEB LINKS 

Please note that this is a formal writing, all references (peer-reviewed) mostly must be cited appropriately within the text and clearly avoid plagiarism. The paper should have a minimum of 10 pages, 1.5 spacing and Times New Roman font. A minimum of 5 peer review references must be provided. Reference style is APA. You can also have some web references alongside the stated requirement. Please see class syllabus for additional details

Promoting the social-emotional development of young children is a major responsibility of any early childhood program. As leaders in the field of early childhood education, we must not only guide our students, but also lead by example for our colleagues to ensure that we foster the development of self-concept, self-control, cooperation, and relationships. Promoting these areas of social-emotional development is critical for three reasons:

 

• “Positive social-emotional development provides a base for life-long learning.
• Social skills and emotional self-regulation are integrally related to later academic success in school.
• Prevention of future social and behavioral difficulties is more effective than later remediation.” (U.S. Department of Health and Human Services, 2008, para 3).

 

To begin this discussion, choose one of the case studies below:

 

   

 

Case Study 1

 

 

 

“Four-year-old Gregory is an avid block builder. At free play, he has busied himself with an elaborate construction of a zoo. To complete his masterpiece, he needs an elusive Y-shaped block. As he searches the room in vain for the last, crucial piece, his initial calm hunt becomes more hurried and disorganized. He begins to yell and disrupt other children’s play. Gregory sees that his classmate Malik has the piece he wants. Gregory aggressively approaches Malik, who looks frightened. His teacher approaches in the nick of time and asks, “What’s the matter?” Gregory screams that Malik has his block and then swiftly turns away to go after the piece. Gregory’s teacher stops him from grabbing the block, whereupon Gregory launches into a major tantrum. The tantrum persists even though his teacher repeatedly tells him to “calm down.” (Center on the Social and Emotional Foundations for Early Learning, n.d., para. 2).

 

 

 

Case Study 2

 

 

 

“Keisha is 4 years old and loves to play at the computer. The computer area is her first choice at center time, just about every day. Today, Keisha is getting nervous because her teacher has called upon most of the boys and girls to decide where they would like to play first and Keisha notices that there is just one space left at the computers. She starts to bounce a little with her hand extended in the air and tries her best not to call out to the teacher, “Me next!” When Keisha finally gets called on to make her choice, she sees that the computer area is full. Keisha crosses her arms across her chest and frowns. Her teacher asks, “Keisha, what is the matter?” Keisha says, “I wanted to play on the computer.” Her teacher replies, “Hmmm… they look full.” Keisha replies, “Yeah, I’m frustrated and a little mad.” Her teacher responds, “You feel frustrated and a little mad, huh? Well, that is a problem.” Keisha begins to take some deep breaths and then proclaims, “I will go play at the block corner until Bahta is done. Can you come tell me when he is finished?” Her teacher replies, “I am so proud of you for staying so calm and figuring out a solution to your problem. Why don’t you ask Bahta to let you know when it is your turn?” Keisha smiles at the suggestion and skips off to make the request of Bahta.” (Center on the Social and Emotional Foundations for Early Learning, n.d., para. 3).

 

 

 

Case Study 3

 

 

 

“Gregory’s teacher, Miss Antoinette, realized that Gregory and some of his classmates needed help to develop skills in labeling emotions. She started making a conscious effort to label her feelings, as well as the feelings of children in her class throughout the day—every day. She encouraged the other adults in the room to do the same. She also planned at least one feeling game, song, or story a day to introduce new and more complex feeling words. She also taught the children some strategies for regulating their emotions such as taking deep breaths, relaxing their muscles, and thinking of “happy places.” When she saw Gregory get upset, she would move in to ask him how he was feeling and help him use some of the strategies for calming down. Over time, Miss Antoinette noticed a significant difference in Gregory and his peers’ behavior. The children would tell each other how they felt instead of fighting and would help each other when in distress. Miss Antoinette noticed that the children no longer needed her to intervene to solve problems as often—but instead would solve them on their own. She noticed that even for children like Keisha, who had a strong foundation in labeling emotions, positive changes were occurring. Miss Antoinette felt a sense of calm in her room and was happy that she would be sending her children onto kindergarten with a strong foundation in emotional literacy.” (Center on the Social and Emotional Foundations for Early Learning, n.d., para. 15).

 

(Center on the Social and Emotional Foundations for Early Learning, n.d.).

 

 

 

Initial Post: Address the points below:

 

• Examine whether the teachers’ actions in the case study provided an equitable and just learning environment for her students.
• Explain whether you feel the solution the teacher used in the case study was ethical by developing a coherent argument that is supported by  the NAEYC Code of Ethical Conduct.
• Discuss how the strategies the teacher used were developmentally appropriate. Support your thinking with the text, developmental milestones (Appendix A of your textbook), and at least one additional scholarly source.
• Propose at least two things you would do next if you were the teacher in the case study in order to continue fostering the social-emotional development of the child(ren) in the case study. Support your decision with at least one additional scholarly source.

This week we continued our journey into becoming the Whole Teacher. The fifth pillar of the Whole Teacher is focusing on teaching happiness and joy in learning as much as skills. This is directly related to social and emotional development. In order to meet the needs of our students, it is critical that you understand where you are at in terms of helping children to grow socially and emotionally. For this assignment, you will begin by completing the Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers (Links to an external site.) self- assessment developed by the Center on Great Teachers and Leaders at American Institute for Research. This tool focuses on five teacher social and emotional competencies, including self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making, (Yoder, 2014, p. 8).  

 

Assignment Directions:

 

After completing the self- assessment:

 

• Discuss which social and emotional competency you scored the highest. Conclude what might have influenced your score in this area. (1 point)
• Discuss which social and emotional competency you scored the lowest. Conclude what might have influenced your score in this area. (1 point)
• Explain whether you agree or disagree with your self-assessment scores. Make sure to support your explanation with specific evidence or examples. (1 point)
• Explain the leadership skills you possess that support the self-rating you received on the different social-emotional competencies (i.e., self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making) (1.5 points)
• Propose at least two professional learning experiences that could facilitate improvement in areas in which you scored lowest.  (1.5 points)
• Summarize how you will use your self-assessment to  design a classroom environment that incorporates evidence-based and developmentally appropriate strategies to promote social and emotional development. (1.5 points)
• Explain how completing this self-assessment activity has further helped to shape your philosophy of teaching and learning, and will further assist you in becoming a 21st-century educator. (1 point)

 

Research and Resource Expectations:

 

• Source Requirement (.25 points): 
  • At least two scholarly peer-reviewed or reliable sources

 

Writing and Formatting Expectations:

 

• Title Page: Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Academic Voice (.25 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
• Purpose and Organization (.25 points): Demonstrates logical progression of ideas.
• Syntax and Mechanics (.25 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
• APA Formatting (.25 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the 
• Suggested Assignment Length (.25 points): This assignment should be three double-spaced pages in length (not including title and reference pages).

 

In the land of free trade, the public does not view all industries as equal. Do you believe that is ethical? Do you believe that some industries are unfairly targeted? Should it be consumers’ choice to partake in products that are not healthy for them, or do those companies have an ethical obligation to protect people? In this assignment, you will choose the following industries to write about:

 

• The payday loan industry

 

Write a paper in which you:

 

1. Become an advocate for either the consumer or the industry. Prepare an argument explaining the major reasons why you support either the consumer or the industry. 
2. Discuss if you believe it is possible for a company to cater to both its best interest and that of the consumer conjointly or if one always has to prevail. Justify your response.
3. Use at least two (2) quality references. Note: Wikipedia and similar Websites do not qualify as academic resources.

 “Collaboration and Social Media” Please respond to the following:

 

• While planning for a new project, a young developer mentions that she used Facebook as a collaborative group space for developing her senior project. She tells you that it was the ideal solution since it was free and all of her group members were friends with her.  Further, she tells you that your company should do the same thing. Explain whether or not you think that Facebook would be a proper venue for your developers to collaborate.  Give at least three reasons for your answer.
• Imagine you were going to be teaching this class next semester and you were given the choice to teach it asynchronously distributed interface, synchronously distributed interface, or face-to-face. Choose one of these techniques to teach the class and describe why you chose the presentation style you did. Discuss the advantages and disadvantages associated with the style you chose.