...British colonies in the Chesapeake region and New England both had conflicts with the Native Americans due to cultural misunderstanding and the desire for land. The colonists brutally slaughtered the Indians because they control the land that the English colonists wanted for plantations and other resources. In the Chesapeake region, clashes occurred between the Virginia settlers and Powhatan tribe and resulted in the first and second Anglo-Powhatan wars. The colonists exterminated the Indians and burned their villages, banishing the Powhatan tribe from the Chesapeake Bay region to inferior lands. Similarity, in New England, the Pequot War and King Philip's war was fought between the Puritans and the Pequot tribe to resist English settlement on Indian land. In the Mystics Massacre during the Pequot War, the English set an Indian village on fire and shot the escaping survivors; a total of three hundred women and...
Words: 498 - Pages: 2
...The New England Colonies described in one word would be successful. Their population was stable and growing. The women married young and had a child, on average, of every two years creating a stable growth in population. The couples were generally very happy and lived long lives, long enough to get to help take care of their grandchildren. Since divorces were basically unheard of women were given very few rights as individuals. Women were not allowed to hold claim to land of their own because this would cause tension between man and wife. Furthermore women often times gave up any land they had and stayed at home to cook, clean, and look after the children. Furthermore, the swampy biome of the Chesapeake was perfect for growing tobacco and spreading deadly diseases. Disease spread like wildfire through the Chesapeake region primarily killing the men that worked in the tobacco fields widowing many women. Women were widowed within seven years of being married. This stunted population growth and decreased the average life expectancy to under fifty significantly younger than anywhere else. This also gave women more independence. Widowed women were...
Words: 681 - Pages: 3
...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...
Words: 1264 - Pages: 6
...During the seventeenth and eighteenth century many people emigrated from England settling upon the coast of the new Americas. Throughout many expeditions, colonist have then set their own rules and regulations based on significant dogmas. As people migrated from England to the New World, contrast between the Northern and Chesapeake regions became very prevalent. The founding principles which each of these colonies were founded upon influenced many of the colonies decisions, shaping colonists views by different social, political and economic events. Which led to the cultivation of the tobacco crop, the impact of Puritanism in the Colonial Americas and William Penn. Hundreds of settlers came to the Virginia colony seeking riches. Virginia colonists needed a source of revenue to help in the development of their colony. An Englishmen named John Rolfe booked a voyage to the New World. Rolfe was able to attain seeds of tobacco to bring with him to the colony at Jamestown, where he was planning to begin growing the crop in the English colony. It was with this experiment with tobacco that the first profitable export was developed. Rolfe introduced a new sweeter form of tobacco to the colonies, which is different from the Native American variety planted around Jamestown which he found to be bitter. Virginia’s success grew greatly as Rolfe began exporting more and more tobacco. Tobacco then became the New Worlds first commodity to be internationally traded on the global market. Way before...
Words: 875 - Pages: 4
...of social tensions in the Chesapeake Bay Colony. Tobacco was an important industry in Virginia. 1.5 million pounds of tobacco were exported to Britain in the 1630’s. By the 1700’s, 40 million pounds were exported. Ambitious settlers didn’t have enough land for the crop; they even planted it in the streets and in between graves. There weren’t enough settlers in Virginia to tend to tobacco. Families grew too slow, and Indians died on contact with whites. The Chesapeake Bay Colony imported its workforce from Britain. Landlords limited croplands for sheep grazing and left farmers dispatched and homeless. Many drifted to port cities and boarded ships to America in hopes of a new and successful life, however, they...
Words: 886 - Pages: 4
...The Middle Colonies political positions were held by men more of respect and wealth than just being predetermined by the size of a man's farm. They all had people willing to vote. “There were more towns like atmospheres in the middle colonies so more preachers and school teachers were needed. There was more community and a bigger need for politics for its people, so the people were more caring about their leaders and more interested in the government than the south. Where ever you lived in the colonies the geography greatly affected your work and the economy. Within their economy, geographically, socially and even politically. The Middle Colonies, on the other hand, had soil that was good to plant crops in but was not rich enough soil to prosper greatly with plantations and many crops. The New England colonies surpassed all other colonies in the importance of government. All the women wove, cooked, cleaned and cared for the children. They also had many large flowing rivers for ships to export goods and crops. The majority of the people living in the South either owned a plantation or worked on a plantation. The colonies had many differences and similarities economically. They had barely any slaves and a few farms. There were also many men who were single and looking for love in the south since it was an area of few women. The middle colonies were an area of some large plantations and many small farms. The three most important themes of English colonization of America were...
Words: 711 - Pages: 3
...political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican principles and states’ rights. The Federalists met strong opposition from Anti-Federalists, especially in Virginia and New York, but through effective organization and argument, they succeeded in getting the Constitution ratified. By establishing the new national government, the Federalists checked the Revolutionary values of the popular republican government. Terms/names/topics:...
Words: 3481 - Pages: 14
...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
Words: 5001 - Pages: 21
...[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...
Words: 63019 - Pages: 253
...THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE SIXTH EDITION ± ± John Algeo ± ± ± ± ± Based on the original work of ± ± ± ± ± Thomas Pyles Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including...
Words: 164520 - Pages: 659
...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...
Words: 235965 - Pages: 944
...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
Words: 74326 - Pages: 298
...The Wealth of Networks The Wealth of Networks How Social Production Transforms Markets and Freedom Yochai Benkler Yale University Press New Haven and London Copyright _ 2006 by Yochai Benkler. All rights reserved. Subject to the exception immediately following, this book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. The author has made an online version of the book available under a Creative Commons Noncommercial Sharealike license; it can be accessed through the author’s website at http://www.benkler.org. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Benkler, Yochai. The wealth of networks : how social production transforms markets and freedom / Yochai Benkler. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-300-11056-2 (alk. paper) ISBN-10: 0-300-11056-1 (alk. paper) 1. Information society. 2. Information networks. 3. Computer networks—Social aspects. 4. Computer networks—Economic aspects. I. Title. HM851.B457 2006 303.48'33—dc22 2005028316 A catalogue record for this book is available from the British Library. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 9 8 7 6 5 4 3 2 1...
Words: 214717 - Pages: 859
...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
Words: 113589 - Pages: 455
