...The name “New England” leads one to assume that the New England Colonies resembled England, while in reality the two places were very different. This name is a geographic and conceptual misnomer as it differed from England in nearly every aspect, examples of colonies that resemble a “New” England would be the ones located in the Chesapeake area. New England had a society that differed from England largely due to the motives of the settles. Each of the settlers wanted to leave England permanently to start a new life. An example is the Puritans who moved to America to preserve their way of life rather than adhere to England’s. This led them to form a society different from that of their home countries. However, the Chesapeake colonies such as...
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...important time for the New England colonies. During this period the young settlements grew like a child would. The colonies sprouted into distinct groups from a combination of nature and nurture. The main differences in the recipe for the colonies were their incentives to bring settlers, their climates ability to support activities, and the people’s solution to making money. These differences led to the divide in the Chesapeake and New England colonies. The colonies were all settled for a reason, but not all for the same. The Chesapeake colonies introduced a headright system to bring people from England, this system granted land to each person. In the New England colonies people came to escape religious persecution in Europe. Groups like the Puritans made Massachusetts, Quakers in Pennsylvania, and freedom of worship in Rhode Island. This attracted people from all over because Chesapeake colonies did not have these rights, and therefore did not develop religiously in a unique way as New England had. On the other hand, New England did not receive as many people looking to strike it rich because the Chesapeake was more attractive for them because they could get lots of land very quickly. These regions were destined to be different because of the people who moved into them. The Chesapeake region...
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...Venture back to the 1700’s, in modern day territories that spanned from Massachusetts, all the way to Maryland, and you will find the early settlers from England that heavily occupied these areas. What is interesting, however, is that these settlers- voyagers from the same land- evolved into two completely different societies. Everything from religion, social class, and political philosophies were different- all possibly rooted in their allegiance to the Crown back home. To the North, or New England Colonies, the settlers occupied Massachusetts Bay Colony, Plymouth, Rhode Island, New Haven, and Connecticut. And to the South, or Chesapeake Region, the settlers occupied Virginia, Pennsylvania, Maryland, and New Jersey. Now, let’s get into the nitty-gritty; the “how and why” these two regions were so different. First thing is first. Chesapeake settlers had a majority allegiance to England’s values. These people, by and large, represented the English establishment back home. So, what does this mean? Well, that...
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...All the colonies that arrived in American soil had different prosperities. The New England and the Chesapeake colonies had many purposes for their arrival.These colonies arrived in america just to prosper their dreams and settle down what they had to offer. They had many purposes but they were all different just like their religion, and labor. The New England labor colonies granted lands to men who banded together as corporate group. Favoring the colonies each town founders would get awarded with ten to fifty acres depending on their social class. The way they would make farms were by cutting firewood, erect fences, and plow and plant fields, and harvest crops all by hand. They would also tend a modest critical way of livestock commonly...
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...Two big colonial societies in the 1700’s were the New England and Chesapeake Bay societies. These societies varied in community and family life, but some similarities arose. In this time indentured servants were also widely used. This led to tension and conflict. This conflict though initiated a flourish of slave use in the in the Chesapeake Bay. The New England colonies consisted of what is now Rhode Island, Massachusetts, Connecticut, Vermont, New Hampshire and Maine. These New England societies were very highly involved with educated their colonists. Education began at an early age. Massachusetts even made it a rule that if a town had more than 50 houses a teacher was required to teach the children. They were so involved in education they even founded Harvard in 1636. Harvard originally started as a ministry school to train men to be ministers. This stress on education was very important and had a huge impact on the literacy in New England. Compared to other colonies they had a high rate of individuals who could sign their names. 90% of white males could and 40% of females compared to a 50% rate in other colonies. THey even beat out England where only 33% of white males could read and write. Community life was also very important to New England societies and was set up in a unique way. All the towns were organized in the same way. In the center of each community there was a meeting house. The meeting house was...
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...Massachusetts Bay colony vs Jamestown What has made some colonies more successful than others? This, what would seem to be hard question, actually can be answered in a couple of different reasons. Such as Geography, goals, number of colonist, disease and water purity, and other reasons. The Massachusetts Bay colony was more successful for the beginning. At the beginning of each settlement, New England already had the upper hand over the Chesapeake because New England had 20,000 settlers versus the 5,000 going to the chesapeake (doc 7). This is an advantage to the New England colonies because, the more people there are in a colony, the more people can work towards creating a strong settlement and not dependent on limited resources such as tobacco. It is better to branch out like New England did and create more opportunities for the settlement. Not only is having a lot of settlers important but also keeping them alive is another key component. Jamestown already started off with low number compared to New England, but not only that but they had a high mortality rate. This is from multiple reasons, a couple being the deadly fresh and saltwater mix...
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...Simranjit Singh Mr.Hillyer AP US History September 8, 2014 New English Vs. Chesapeake Although new England and Chesapeake region were both settled largely by people of English origin by 1700, these regions developed differently through the variety of distinct values throughout religion, varied priorities and class structure. Religion had an high impact to immigration. In Document 9, New England migrates from the three centers of English Puritanism. The Puritan church was the most important church in New England, which led settlers to become very different from those of the Chesapeake region. In Document 1, John Winthrop wants to from a "city on a hill" so the colony would be good example to the church of England. Puritans established congregational rule that led to town meeting and gave the New England colonists more control over polities. Also they had state laws that reformed religion teachings. this made England different form the Chesapeake religion because they were more religious. In the ‘New World’ the Pilgrims would work to develop not just a religious society, but one in which all items are shared, as seen in Document 4. The puritans in the New England area felt as though the key to survival and they key to salvation, while working hand in hand, were necessary to create a ‘perfect society’. Compare this to the values brought over to Virginia and highlighted in Document 6 in which John Smith describes a destitute group of colonists who are barely surviving...
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...1. Discuss the motives and “success” of England’s colonies vs. Spain and France. England wanted more colonies, but ended up the slowest of all Atlantic powers to start colonizing and exploring the New World which doesn’t make it very successful, but it did win the fight against Spain which solidified Protestantism in England. When England got to the Americas, it was not successful in colonizing and most of their small colonies that were formed, failed. Spain on the other hand, was more successful and had better, stronger, and more populated colonies. 2. Why were so many English coming to the Americas? Many English people were coming to America because there was a rise in the production of cotton and the English were very successful in establishing...
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...Exploration 1. Spain (new Spain) Reasons for exploration o God, Gold and Glory Area claimed o South and Central America without Brazil. Florida and New Mexico in North America Importance of Hernando de Soto, Hernán Cortez, Christopher Columbus o Columbus began first permanent contact between Europeans and the Americas o Hernando De Soto discovered the Mississippi o Francisco Cortes explored the SW (Grand Canyon), brought horses to Native Americans, 2. French (new French) Reasons for exploration o Fishing and Fur Trade Area claimed o All along the Saint Lawrence River and later the Mississippi River to Louisiana Importance of Verazzano, Cartier, Champlain, de la Salle. o Verazzano was first to discover New York and claim it for France; has a bridge named after himself o Jacques Cartier sailed up the Saint Lawrence River and founded Montreal (but was considered a failure by the French) o Samual de Champlain founded Quebec City and is known as the father of New France o de la Salle sailed down the Mississippi, founded Memphis and claimed Louisiana (named after Louis XIV) for France 3. English Reasons for exploration o Mercantilism – more land and raw resources for land-starved English, along with the creation of new markets for goods Lost colony of Roanoke (story) o (2nd voyage to Roanoke 1st hitched a ride back with Sir Francis Drake) Sailed to Roanoke and ran out of supplies. John White then sailed back to England for supplies, but was...
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...Indentured Servitude vs. Slavery African Slaves 1670 1770 North 1,125 3,410 South 48,460 411,362 Colonial Slave Revolts • 1663 - First serious slave conspiracy in Colonial America, Sept. 13. Servant betrayed plot of White servants and Negro slaves in Gloucester County, Va. • 1712 - Slave revolt, New York, April 7. Nine Whites killed. Twentyone slaves executed. • 1730 - Slave conspiracy discovered in Norfolk and Princess Anne counties, Va. • 1739 - Slave revolt, Stono, S.C., Sept 9. Twenty-five Whites killed before insurrection was put down. • 1741 - Series of suspicious fires and reports of slave conspiracy led to general hysteria in New York City, March and April. Thirty-one slaves, five Whites executed. • 1773 - Massachusetts slaves petitioned legislature for freedom, Jan. 6. There is a record of 8 petitions during Revolutionary War period. The First Arrivals • 1619 in Jamestown • 20 Africans brought by the Dutch and traded to the English • English used them as workers on tobacco plantations • By 1660, slavery as we know it was established in Virginia NPS image In a detail from NPS artist Keith Rocco's painting of a Jamestown waterside scene in the 1660s, enslaved African load hogshead barrels of tobacco aboard a ship bound for England. NPS Image In a detail from NPS artist Keith Rocco's painting of a Jamestown waterside scene in the 1660s, newly-arrrived Africans are inspected by an English settler. Where...
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... Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no...
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...Also had a dense population, productive agriculture, and an aggressive bureaucratic state. Cahokia Cahokia emerged around 1000 as the foremost center of the new Mississippian culture. It declined rapidly after peaking in size which exceeded 10,000. Its decline was probably caused by an era of ruinous warfare. Eastern Woodland Indians 12 The mississippian-influenced peoples od the southeast interacted with other groups,many of them adopted maize agriculture but did not display Mississippian characteristics. Throughout the eastern woodlands , women tended crops, gathered plants, and oversaw affairs within the community, while men were responsible for activities beyond it, such as hunting, fishing, and warfare. Algonquian 12 The Algonquian people had no single style of political organization. Many were chiefdoms. With one individual claiming preeminent power in a community and some were paramount chiefdoms...
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...The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Transforming a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Monuments and Memorials . . . . . . . . . . . . . . . . . . . . . . . . 161 Turmoil and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 21st Century Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Bibliography . . . . . . . ....
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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