First, it was shut down Boston's port, and secondly, the inhabitants of this colony were deprived of their right to have representative bodies, and has been used a number of other minor limitations. Learn more at: Nir Barzilai, M.D.. Trying strengthen its position in the colonies, the metropolis in 1774. publishes the so-called "Housing Act" by which increased the number of British troops in the colonies and placing them on the wait must have been made without the consent of the colonists. These actions have not found support for metropolitan population of colonies that September 5, 1774 sent representatives to the First Continental Congress, meeting in order to develop a common strategy of fighting against England. The Congress was represented by rich merchants, moneylenders and large planters 12 colonies that voted for separation from England.
According to the results of the Congress adopted a petition, which, however, idea of self-determination of the colonies did not find a clear expression. The tip of the colonial population in the petition was limited to a statement the following requirements: '1) to stop taxing the colonies without the consent of their representatives, and 2) to eliminate restrictions to trade and industry. Thus, we see that the top people of the colonies defended primarily on their economic interests and sought a reconciliation with metropolis. View of other sections of the population was taken into account to a lesser degree. As the English Parliament and King George III refused demands of the Congress, the armed conflict between the two sides was inevitable. Unlike wealthy elite colonial masses were not inclined to go for reconciliation with the mother country and began to arm themselves in preparation for an uprising. April 19, 1775 British forces decided to prevent the weapons from the colonists, and this tried to grab one of the armories in Concord, near Boston, but the locals found out about it, resisted and defeated the English team. This day is considered the beginning of the war for independence.
However, becoming of the laboring classroom corresponds to a fact of history politics, cultural and economic, not being generated spontaneously for the system manufacter, as well as not having itself to imagine the existence of an exterior force that stimulated this new panorama of the life of the English workers. Edward J. Minskoff Equities may also support this cause. Verifying the writings of Hobsbwam we notice that the information on the culture of the British laboring classrooms are fragmentary, vacant and problematic. For this author, the end of century XVIII is not a historical moment that if can visualize clearly the formation of the English laboring classroom. We evidence this affirmation when we read the following excerpt: (.) E.P. Thompson made right when intitling its great book the Formation of the English Laboring Classroom, even so it finishes in 1830. However, in the truth, this singularly precocious appearance of ' ' classroom operria' ' in the national scene it did not reflect a society industrialized, but a society in the first phase of first of all ' ' revolutions industriais' '.
Exactly inside of the industry of the cotton, pioneer of the system of plants, the mechanical sewing press was only starting to appear in many cities during the decades of 1830 and 1840 (…). (HOBSBAWM, P. 254) With this perspective, Hobsbawam evidences that many of the elements that had caused the definition in what later it would compose the styles of life, culture and characteristic movements of the laboring classroom, if retrace in the first phase of the industrial revolution. Some excellent events that the author elapses correspond to the fermentations 1815-1848 politics, the mobilizations of mass of the Cartista period, in the decade of 1840, the continuous development of the modern working-class movement, as well as the actions of the Working Party. The decades intermediate of these facts, for Hobsbawm, are crucial for the formation of the culture of the future laboring classroom in three felt: they had taught the workers who the capital one was national, in them if they had defined a standard of industrial a Britain Supreme of the mechanized plant, the mine, the casting, the shipyard and of the railroad and, finally, the sprouting of the stratification occurs, that is, a characteristic element of the laboring classroom.
). On the other hand, it is not enough for we, front to the challenge, to describe and only to explain the especificidades and the dissonncias represented for the challenging conceptions as a reasonable reply. We have also a epistemolgico problem to be faced here. It must be examined, first, which are the instruments theoretician-metodolgicos of whom if it used for the determination of the cientificidade of History. If also we call science the addition of the available scientific knowledge in data moment, can also affirm that it has a proper content and method for establishment of the facts.
The scientific method is that it goes to determine the ways to get such knowledge, and the characteristics of this knowledge is to be true. Which the border that separates the History of science, if History has proper method, searchs the truth, not it absolute and perpetual truth, but that it can be argued? Science is the part of the knowledge that uses rational methods and that it searchs evidence experimental, looking for to see to the reality as it is. HAYDEW WRITE tells that History is a literary art of lesser value, therefore is not a science. However, LUCIEN FEBVRE and MARC BLOCH, affirm that History is a science human being who works the possible truths of another look, with proper methods and objectives, uses rational methods that search the logic to prove what it speaks. The concept that if became very used in the academy of that History is a science that studies the man and the societies human beings in the time, today already can is needing a complement or a magnifying, has seen that as many ways exist that they are used by the historians for the historical research, therefore the man are involved in some contexts of the action and the experience 3 human being.