French Indian War - French Indian War Aftermath

French Indian War - French Indian War Aftermath Previous: 1760-1763 - The Closing Campaigns | French Indian War/Seven Years War: Overview The Treaty of Paris Having abandoned Prussia, clearing the way to make a separate peace with France and Spain, the British entered into peace talks in 1762. After winning stunning victories around the globe, they vigorously debated which captured territories to keep as part of the negotiating process. This debate essentially distilled to an argument for keeping either Canada or islands in the West Indies. While the former was infinitely larger and provided security for Britains existing North American colonies, the latter produced sugar and other valuable trade commodities. Left with little to trade except Minorca, the French foreign minister, the Duc de Choiseul, found an unexpected ally in the head of the British government, Lord Bute. Believing that some territory had to be returned in order to restore a degree of balance of power, he did not press to complete the British victory at the negotiating table. By November 1762, Britain and France, with Spain also participating, completed work on a peace agreement dubbed the Treaty of Paris. As part of the agreement, the French ceded all of Canada to Britain and relinquished all claims to territory east of the Mississippi River except New Orleans. In addition, British subjects were guaranteed navigation rights over the length of the river. French fishing rights on the Grand Banks were confirmed and they were allowed to retain the two small islands of St. Pierre and Miquelon as commercial bases. To the south, the British maintained possession of St. Vincent, Dominica, Tobago, and Grenada, but returned Guadeloupe and Martinique to France. In Africa, Gorà ©e was restored to France, but Senegal was kept by the British. On the Indian Subcontinent, France was permitted to re-establish bases that had been founded before 1749, but for trading purposes only. In exchange, the British regained their trading posts in Sumatra. Also, the British agreed to allow former French subjects to continue practicing Roman Catholicism. A late entry into the war, Spain fared badly on the battlefield and in negotiations. Forced to cede their gains in Portugal, they were locked out of the Grand Banks fisheries. In addition, they were forced trade all of Florida to Britain for the return of Havana and the Philippines. This gave Britain control of the North American coast from Newfoundland to New Orleans. The Spanish were also required to acquiesce to a British commercial presence in Belize. As compensation for entering the war, France transferred Louisiana to Spain under the 1762 Treaty of Fontainebleau. The Treaty of Hubertusburg Hard pressed in the wars final years, Frederick the Great and Prussia saw fortune shine on them when Russia exited the war following Empress Elizabeths death in early 1762. Able to concentrate his few remaining resources against Austria, he won battles at Burkersdorf and Freiburg. Cut off from British financial resources, Frederick accepted Austrian entreaties to begin peace talks in November 1762. These talks ultimately produced the Treaty of Hubertusburg which was signed on February 15, 1763. The terms of the treaty were an effective return to status quo ante bellum. As a result, Prussia retained the wealthy province of Silesia which it had gained by the1748 Treaty of Aix-la-Chapelle and which had been a flashpoint for the current conflict. Though battered by the war, the result led to a newfound respect for Prussia and an acceptance of the nation as one of the great powers of Europe. The Road to Revolution Debate over the Treaty of Paris began in Parliament on December 9, 1762. Though not required for approval, Bute felt it a prudent political move as the treatys terms had unleashed a great deal of public outcry. The opposition to the treaty was led by his predecessors William Pitt and the Duke of Newcastle who felt that the terms were far too lenient and who criticized the governments abandonment of Prussia. Despite the vocal protest, the treaty passed the House of Commons by a vote of 319-64. As a result, the final document was officially signed on February 10, 1763. While triumphant, the war had badly stressed Britains finances plunging the nation into debt. In an effort to alleviate these financial burdens, the government in London began exploring various options for raising revenues and underwriting the cost of colonial defense. Among those pursued were a variety of proclamations and taxes for the North American colonies. Though a wave of goodwill for Britain existed in the colonies in the wake of the victory, it was quickly extinguished that fall with the Proclamation of 1763 which forbade American colonists from settling west of the Appalachian Mountains. This was intended to stabilize relations with the Native American population, most of which had sided with France in the recent conflict, as well as reduce the cost of colonial defense. In America, the proclamation was met with outrage as many colonists had either purchased land west of the mountains or had received land grants for services rendered during the war. This initial anger was escalated by a series of new taxes including the Sugar Act (1764), Currency Act (1765), Stamp Act (1765), Townshend Acts (1767), and Tea Act (1773). Lacking a voice in Parliament, the colonists claimed taxation without representation, and protests and boycotts swept through the colonies. This widespread anger, coupled with a rise in liberalism and republicanism, placed the American colonies on the road to the American Revolution. Previous: 1760-1763 - The Closing Campaigns | French Indian War/Seven Years War: Overview

Teaching the Id, Ego, and Superego With Dr. Seuss

Teaching the Id, Ego, and Superego With Dr. Seuss One of the best secondary classroom crossover units between the discipline of English Language Arts and the courses that cover Psychology- usually through the discipline of Social Studies- is a unit on the National Council of Teachers of English  (NCTE)  on their  Read, Write, Think  website.  This unit covers the key concepts of Freudian psychology as a science or as a tool for literary analysis  in a highly engaging manner. The unit is titled  Ã¢â‚¬Å"Id, Ego, and the Superego in Dr. Seuss’s  The Cat in the Hat. Julius Wright of  Charleston, South Carolina- the lesson creator- uses  the iconic elementary text from The Cat in the Hat  to teach students to analyze a literary work using the plot, theme, characterization, and psychoanalytic criticism. The unit is designed for eight 50 minute sessions. Students will read Dr. Seusss  The Cat in the Hat  and analyze the development of each character from the text and pictures using Sigmund Freuds  personality theories. The students will determine which characters exhibit the characteristics of id, ego, or superego. Students can also analyze the static nature of characters (i.e.: Thing 1 Thing 2) locked in one stage. Wright provides student-friendly definitions and commentary for each psychoanalytic stage in one of the handouts on the  Read, Write, Think  website. Freuds Psychoanalytic Personality Theory for Students Wright provides a student-friendly description for each of the three elements of personality: The id is the part of the personality that contains our primitive impulses- such as thirst, anger, hunger- and the desire for instant gratification or release. The id wants whatever feels good at the time, with no consideration for the other circumstances of the situation. The id is  sometimes represented by a devil sitting on someone’s shoulder. As this devil sits  there, he tells the ego to base behavior on how the action will influence the self, specifically how it will bring the self pleasure. Example from the Dr. Seuss text, The Cat in the Hat: â€Å"I know some good games we could play,† said the cat.â€Å"I know some new tricks,† said the Cat in the Hat.â€Å"A lot of good tricks. I will show them to you.Your mother will not mind at all if I do.† Wrights student-friendly description for the Superego  stage: The superego is the part of the personality that represents the conscience, the moral part of us. The superego develops due to the moral and ethical restraints placed on us by our caregivers. It dictates our belief of right and wrong. The superego is sometimes represented by an angel sitting on someone’s shoulder, telling the ego to base behavior on how the action will influence society. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"No! Not in the house!† Said the fish in the pot.â€Å"They should not fly kites In a house! They should not.Oh, the things they will bump! Oh, the things they will hit!Oh, I do not like it! Not one little bit!† Wrights student-friendly description for the  Ego stage: The ego is the part of the personality that maintains a balance between our impulses (our id) and our conscience (our superego). The ego works, in other words, to balance the id and superego. The ego is represented by a person, with a devil (the id) on one shoulder and an angel (the superego) on the other. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"So we sat in the house. We did nothing at all.So all we could do was to Sit! Sit! Sit! Sit!And we did not like it. Not one little bit.† There are many examples in ​The Cat in the Hat, and the personality types may overlap, which encourages healthy debate and discussion between students. Common Core  Standards Other handouts for this unit include a  Defining Characterization  worksheet that supports details about direct and indirect characterization, as well as a chart of the five different methods of indirect characterization for students to use in analyzing The Cat in the Hat.  There are also extension activities featured on the handout  The Cat in the Hat  Projects  with a list of potential essay topics for an analytical or evaluative essay of characters. The lesson meets specific Common Core standards, such as these anchor standards (for grades 7-12) for reading that can be met with this lesson: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Compare and contrast treatments of the same topic in several primary and secondary sources. If there is an essay assigned from suggested topics, the anchor writing standards (for grades 7-12)  for writing could be met: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Using the Illustrations as a Visual Guide In teaching the lessons, it is very important that each student has a copy of The Cat in the Hat  as  the illustrations contribute to their characterizations of the different Freudian stages. In teaching the lesson to grade 10 students, many of their observations were centered around pictures. For example, students could connect illustrations to specific behaviors: The bland faces of the Narrator and his sister, Sally, at the beginning (ego stage);The manic behavior of Thing 1 and Thing 2 as they fly kites in the house (id stage);The fish out of the water, risking his life to lecture the Narrator and Sally (superego). Literary Analysis and  Psychology Class Students in grades 10-12 may be taking psychology or AP Psychology as an elective. They may be already familiar with Sigmund Freuds work  Beyond the Pleasure Principle  (1920),  The Ego and the Id  (1923), or  Freud’s seminal work  The Interpretation of Dreams (1899). For all students, Psychoanalytic Criticism builds on the Freudian theories of psychology.  The OWL at Purdue website features the commentary of  Lois Tyson. Her book, Critical Theory Today, A User Friendly Guide discusses a number of critical theories that students may use in text analysis.   In the chapter on psychoanalytic criticism, Tyson notes that: [...]Some critics believe that we read psychoanalytically[...]to see which concepts are operating in the text in such a way as to enrich our understanding of the work and, if we plan to write a paper about it, to yield a meaningful, coherent psychoanalytic interpretation  (29). Suggested questions for literary analysis using psychoanalytic criticism are also on the OWL website include:   How can characters behavior, narrative events, and/or images be explained in terms of psychoanalytic concepts of any kind?What does the work suggest about the psychological being of its author?What might a given interpretation of a literary work suggest about the psychological motives of the reader?Are there prominent words in the piece that could have different or hidden meanings?Could there be a subconscious reason for the author using these problem words? Literary Applications of  Psychoanalysis After the unit students can take this idea and analyze a different piece of literature.  The use of psychoanalytic criticism humanizes literary characters, and discussions after this lesson can help students develop an understanding of human nature. Students can use their understanding of id, ego, and superego from this lesson and apply these understandings to characters in more sophisticated works, for example:   Frankenstein  and the Monsters shifts between id and superego.Dr. Jekyll and Mr. Hyde  and his attempts to control id through science.Hamlet  and his ego as he wrestles with the dilemma of avenging his fathers murder. All literature can be viewed through this psychoanalytic lens.