Revolutionary War Essay Hook
Most readers expect to see the point of your argument (the thesis statement) within the first few paragraphs. This does not mean that it has to be placed there every time. Some writers place it at the very end, slowly building up to it throughout their work, to explain a point after the fact. For history essays, most professors will expect to see a clearly discernible thesis sentence in the introduction. Note that many history papers also include a topic sentence, which clearly state what the paper is about
revolutionary war essay hook
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Now, to defend this thesis statement, you would add evidence from the documents. The thesis statement can also help structure your argument. With the thesis statement above, we could expect the essay to follow this general outline:
This page contains a collection of American Revolution quotations from revolutionary leaders, contemporary figures and prominent historians, pertaining to the Revolutionary War. These quotations have been gathered and compiled by Alpha History authors. If you would like to contribute an interesting or useful quotation, please contact Alpha History.
bell hooks (1952-2021) described herself as a "Black woman intellectual, revolutionary activist." A leading cultural critic and thinker about such issues as feminism and race, bell hooks published more than 30 books, including All About Love: New Visions.
A compare and contrast essay is a type of writing in which you explain the similarities and differences between two things. These could be characters from books, events in history, foods, arguments, or many other topics. As with any essay type, it's important to begin your compare and contrast essay with a thesis statement, or a statement that clearly states the main idea of your writing and outlines your most salient points.
This lesson will provide several examples of thesis statements that might be used to start a compare and contrast essay. The examples will use a few different topics to help illustrate what kinds of things you might write a compare and contrast essay about.
Sharp political conflict developed, and two separate parties, the Federalists and the Democratic-Republicans, began to form. Jefferson gradually assumed leadership of the Republicans, who sympathized with the revolutionary cause in France. Attacking Federalist policies, he opposed a strong centralized Government and championed the rights of states.
Clear transitions are crucial to clear writing: They show the reader how different parts of your essay, paper, or thesis are connected. Transition sentences can be used to structure your text and link together paragraphs or sections.
Lead students through an initial overview of the essay (see Background). To begin, they could skim the full text and read the pull-quotes (separated quotes in large bold text). What impression of Common Sense do the quotes provide? What questions do they prompt? Then guide students as they read (perhaps aloud) Section III of Common Sense and the Appendix to the Third Edition (pp. 10-19 and 25-29 in the full text provided with this lesson).
"Here should be no landlords to rack us with high rents, or extorted fines to consume us. Here every man may be a master of his own labor and land in a short time. The sea there is the strangest pond I ever saw. What sport doth yield a more pleasant content and less hurt or charge than angling with a hook, and crossing the sweet air from isle to isle over the silent streams of a calm sea?"
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Read the essay by Christine Leigh Heyrman, "Religion and the American Revolution," available from the EDSITEment reviewed TeacherServe. Linked to this website is an exhibit produced by the Library of Congress entitled Religion and the American Revolution, which contains links to several documents showing religious motivations both loyalist and rebel. Of special relevance to this lesson is the webpage Religion and the Founding of the American Republic. Below are just a few of a number of relevant documents and artifacts to be found on this webpage:
Assign students an essay based on their work for one of the two options described above. Student essays should develop a focused thesis statement supported by the evidence from both primary and secondary sources. Specific instructions for the essay, as well as an assessment tool, can be developed from the downloadable PDF, Rubric for Student Essay.
Source: This essay first appeared in the journal Literature of Liberty: A Review of Contemporary Liberal Thought , vol. 1, no. 2 April/June 1978, published by the Cato Institute (1978-1979) and the Institute for Humane Studies (1980-1982) under the editorial direction of Leonard P. Liggio. It is republished with thanks to the original copyright holders.
Before answering these four questions at length in the major sections of our essay, we will first briefly define some preliminary issues relating both to a paradigm of revolutionary social change and to the role of equality in such change.
Those who have lived through the last decade of change in America can appreciate the situation facing British officials after 1763. What sort of "tradition" could be emphasized in an Empire which (1) was still feeling the effects of a revolution less than a century before, (2) was already entering a series of changes collectively labeled "the Industrial Revolution," and (3) recently had acquired a vast overseas empire? Assuming it could be articulated, what meaning would that tradition have for colonists whose average age was roughly sixteen? Complicating the unity of a tradition was the soaring colonial population. A high birth rate and an influx of immigrants (many not from England) would virtually double that population during the years of the "revolutionary generation," over a third of whom would leave the seaboard areas for land in the interior.
Strangely enough, in stressing this broad panorama, modern scholarship has just recently caught up with the popular social unrest which was perceived by many at the time.12 This will serve as a theme of our essay: the nature of popular social unrest in the epoch of the American Revolution.
In reading through all the jargon of modern social science dealing with revolution and change (e.g., "J curves," "relative deprivation," and "rising expectations") we are forcefully impressed that these concepts, if not the terminology, were understood by the ancients, as well as many of the revolutionary generation in America.
Assessing the necessary preconditions for revolution leads us to examine the composition of the potential revolutionary group. The important role of ideology is evidence in Crane Brinton's The Anatomy of Revolution, where he emphasizes "the desertion of the intellectuals" as a key phase in the prerevolutionary developments.15 This involves more than desertion, however, for the intellectuals do not simply withdraw support from the "Old Regime" as Brinton termed those in power. Beyond merely deserting, a growing number of intellectuals mount an increasingly vigorous attack upon the very philosophical underpinnings of the Old Regime; even more importantly, they advance an alternative paradigm, or world view, about how the society ought to be organized.16
Revolutions, whether in science or society as a whole, are preceded by what could be called "a crisis in legitimacy." Authority must ultimately rest on a belief, held by virtually the entire society, that the social order is legitimate, that it corresponds with the way things "ought" to be in a just and equitable society. Operationally, men seek solutions to social problems within this legitimate world view. Until a competing revolutionary world view arrives, no one suspects that a solution might be framed outside of this dominant world view.
The concept of legitimacy leads us into another important aspect of the revolutionary process: that is the societal dynamics in revolution, involving the relationship of the leadership to the larger population and the internal workings of the revolutionary coalition. The idea persists that the American Revolution was a minority affair. Walter Lippmann once observed: "Revolutions are always the work of a conscious minority."23 Since revolutions always have leaders, it tells us little to observe that, say, the American Revolution was led by a small minority. This elite concept fosters the innuendo that such a minority simply manipulates the majority to do its bidding.
Against the view that a minority manipulates revolutions, a general postulate holds that at the level of legitimacy the great social revolutions have always involved the bulk of the population. If a dialogue between leaders and their supporters ceases, or if the leadership exceeds the limits of their legitimacy, then the revolutionary movement hesitates, loses momentum, and may fail altogether. The minority may then resort to force, a treacherous course, for the leadership then begins to lose the legitimacy which animated it, and is no longer very revolutionary.
In "Ideology and an Economic Interpretation of the Revolution" Joseph Ernst has distinguished mentality, ideology, and world view.24 Briefly defined, a "mentality" is a vague but usually broadly held attitude; the dynamic concept of equality that was increasingly held by Americans of the revolutionary generation is an example of such a mentality. Next, a more formal "ideology" characterizes the leadership in any sort of movement: an effort to explain and more fully understand the relationship "between ideas and social circumstances." At its most general level, the American ideology came to encompass republicanism. Finally, a "world view" is an even more detailed theoretical analysis developed only by a few, usually among the wider leadership. In the American Revolution, those who sought to comprehend the larger role of the British mercantile system, or Empire, were thereby propounding a world view that integrated social, economic, and political events. 350c69d7ab
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