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How the American Response to British Plans for Parliamentary Taxation Set in Motion the Movement for Independence
The year 1764 is of extraordinary importance to the history of the American Revolution. It was a watershed year in the relationship between Great Britain and its North American colonies. 
    In 1763, the British began to strictly enforce the laws of trade in order to advance a newly formulated colonial policy that included use of customs duties as a means of drawing revenue from the colonies. Americans early in 1764 protested that the laws being enforced were economically unsound and would be destructive to the trade of the colonies. Despite knowing of the American discontent, British officials moved forward with their new colonial policy. Resolutions made by the House of Commons in March 1764 not only codified a more restrictive trade policy, but revealed a plan to impose direct parliamentary taxation. A resolution to levy stamp duties brought forth a storm of American petitions and essays in late 1764 that constitute the beginning of what has become known as the Stamp Act Crisis. 
In 1764: The First Year of the American Revolution, Ken Shumate presents the American arguments against the new British policy. The most prominent protests against direct parliamentary taxation were made by New York, Massachusetts, Virginia, Connecticut, and Rhode Island. Supporting the petitions were thoughtful essays by James Otis, Oxenbridge Thacher, Richard Bland, Thomas Fitch, and Stephen Hopkins. Shumate demonstrates the importance of these petitions and essays, written before the passage of the Stamp Act in 1765, as establishing the constitutional basis for the heated protests of that year and the following decade. The British interpretation of these writings as rejecting the supremacy of Parliament—even the sovereignty of Great Britain—further motivated the need for the Stamp Act as a demonstration of the fundamental right of Parliament to levy such taxes.

An unexpected portrait of the first year of school for America’s youngest learners.
 
When we think of kindergarten, many might imagine joyous free play, and a tangle of trucks, dress-up clothes, and blocks, as five-year-olds explore their vivid imaginations and budding social skills. Others might envision a quiet group sitting cross-legged in a circle during story time. Neither of these scenes would be an inaccurate representation of the pivotal year of entry into traditional education in this country. However, neither offers a complete picture of what children do every day in those seemingly transparent, yet actually mysterious, classrooms. What can or should we expect during the first year of school? How are children learning and growing during those hours spent away from their homes?

Susan Engel embarked on finding these answers in American Kindergarten: Dispatches from the First Year of School. Engel toured twenty-nine classrooms across fourteen states, observing each closely, with a special eye toward the ways each classroom’s goals reflect its community. As she made her way across the country, Engel found that on the surface, kindergarten students are similar: good-natured, eager to learn, and deeply affectionate. Their classrooms, too, feature many of the same expectations, routines, and activities. But the differences between the classrooms were striking and often surprising. Over the two years of her classroom visits, Engel identified five promises that teachers and their classrooms make to their students: reading, order, thinking, identity, and love. Engel found that schools differ in how they prioritize and keep the promises they make; some make all five promises, while others emphasize only one or two. The five promises capture a set of values, aspirations, and goals that drive everything that happens in a classroom.

Engaging and incisive, American Kindergarten is the story of the promises our country’s schools make to five-year-old children, and how those promises are kept and sometimes broken. 

This is an audiobook version of this book.

An unexpected portrait of the first year of school for America’s youngest learners.
 
When we think of kindergarten, many might imagine joyous free play, and a tangle of trucks, dress-up clothes, and blocks, as five-year-olds explore their vivid imaginations and budding social skills. Others might envision a quiet group sitting cross-legged in a circle during story time. Neither of these scenes would be an inaccurate representation of the pivotal year of entry into traditional education in this country. However, neither offers a complete picture of what children do every day in those seemingly transparent, yet actually mysterious, classrooms. What can or should we expect during the first year of school? How are children learning and growing during those hours spent away from their homes?

Susan Engel embarked on finding these answers in American Kindergarten: Dispatches from the First Year of School. Engel toured twenty-nine classrooms across fourteen states, observing each closely, with a special eye toward the ways each classroom’s goals reflect its community. As she made her way across the country, Engel found that on the surface, kindergarten students are similar: good-natured, eager to learn, and deeply affectionate. Their classrooms, too, feature many of the same expectations, routines, and activities. But the differences between the classrooms were striking and often surprising. Over the two years of her classroom visits, Engel identified five promises that teachers and their classrooms make to their students: reading, order, thinking, identity, and love. Engel found that schools differ in how they prioritize and keep the promises they make; some make all five promises, while others emphasize only one or two. The five promises capture a set of values, aspirations, and goals that drive everything that happens in a classroom.

Engaging and incisive, American Kindergarten is the story of the promises our country’s schools make to five-year-old children, and how those promises are kept and sometimes broken.