Despite the fact that the English settled both, the New England and Chesapeake regions were vastly different. Tobacco, disease, and low life expectancies were some factors of the Chesapeake society. New England’s society was organized, colonists were Puritans, and the life expectancies were quite high. The vastly different religious views, economies, and social aspects of these societies are what made them distinctly different from one another. The sturdy New Englanders developed a unified society, which became the foundation for small villages and farms. This kind of evolution was natural for “a people anchored by geography” (American Pageant, pg.72). The New England colonies were also enclosed by the Indians, French and Dutch. Being a Puritan colony helped form a unity for purpose. New England society grew in an organized fashion. The new towns were legally chartered by the colonial authorities and the land was distributed by proprietors. Colonists in this region had very long life expectancies. People began to know their grandparents. The early settlers of the Chesapeake region had a rough time in the American wilderness. Diseases such as malaria, dysentery, and typhoid ravaged the colonists. With life expectancies low, family ties were weak and many children were raised by a single parent. Families in this area were matriarchal. Tobacco was a major crop in the Chesapeake region. Tobacco used the soils nutrients quickly and the demand for land in the Chesapeake was relentless. Indentured servitude was introduced into the society because Africans were too expensive, Indians died too quickly, and families did not procreate quickly enough. After Bacon’s Rebellion, African slaves were incorporated into their society. The Chesapeake colonists converted the slaves into Christianity. Puritanism was the religion in New England. Puritans believed in unity and were concerned with the “moral health of the whole community” (American Pageant, pg.72). Unlike New England, the Chesapeake religion was Christianity. “Puritans ran their own churches and democracy in Congregational Church government,” (American Pageant, pg.72). Like the differences in religion, family structure was different as well. In New England, families had parents and grandparents. Women in this society were expected to be married by their early twenties and bear as many children as possible until they became barren. Families in the Chesapeake were matriarchal considering the men usually died before the women. Because of the low life expectancy of men laws were passed so that widowed women received their dead husband’s land. Another consequence of the men dying early was that women were usually pregnant before marriage. Scarcely any children in the Chesapeake were raised to adulthood with two parents. The Chesapeake was settled randomly, while New England settled in a more organized fashion. The organization of the New Englanders became the foundation for small villages and farms. All of the
Related Documents: Free Response Question Essay examples
Haley Salisbury Apush 5th hr. Free Response Question As the Cold War between the United States and the Soviet Union intensified, so did the red scare. The Red Scare led to many actions that largely effected the U.S. government and society. The Cold War created paranoia in the United States that Communists and leftist sympathizers in the U.S. might work as Soviet spies and threaten the U.S. security system. Joseph R. McCarthy became closely associated with the anticommunists crusade. Throughout his…
hello. i am lying.ff fff f f f f f f ff f f f f f f f f f f f f If you join Enotes.com for free you get only one free token that can be used to access a page with premium content. You have 48 hours to use it after you join, else it expires. You do not get any more free tokens on a daily basis. For accessing more premium content once the free token has been used or has expired after the 2-day deadline, you will have to buy a paid plan. These are very reasonably priced and could cost as little as…
multiple-choice section and a 130-minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half. Question Type Number of Questions Timing Multiple-choice 70 questions 55 minutes Document-based question 1 question 50 minutes (includes a 10-minute reading period) Continuity and change-over-time essay 1 question 40 minutes Comparative essay 1 question 40 minutes Multiple-Choice Section…
AP® United States History 2004 Free-Response Questions The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use ® must be sought from the Advanced Placement Program . Teachers may reproduce them, in whole or in part, in limited quantities, for face-to-face teaching purposes but may not mass distribute the materials, electronically or otherwise. This permission does not apply to any third-party…
Edwin Manning Ms. Evans AP Lang & Comp 8 February 2015 Directions: The following prompt is based on the accompanying eight sources. This question requires you to synthesize a variety of sources into a coherent, well-written essay. When you synthesize sources you refer to them to develop your position and cite them accurately. Your argument should be central; the sources should support this argument. Avoid merely summarizing sources. Remember to attribute both direct and indirect references. Introduction…
| [RESPONSE PAPER] | McCloskey Article | SUMMARY This paper is an analytical response to the article, titled “On Being an Atheist,” that was written by H. J. McCloskey in 1968 for the journal Question. The assignment for this paper asked many questions which require responses based on the views of McCloskey in contrast to different philosophical arguments of religion. Such arguments include the Cosmological Argument, Teleological Argument and the Problem of Evil. The paper will also include…
score. | | |questions | | | SCORING: 1 point for each correct answer 0 points for each question left blank NO PENALTY for each incorrect answer |Section 2 |6 Free-Response |90 minutes |Counts 50% of the exam |Questions are designed to test your statistical | | |questions | |score…
therefore the answer to the question being asked. As such, the thesis statement is not a fact; it is an informed interpretation of the facts. Neither is the thesis statement just an opinion. Rather the thesis is the reasoned judgment of the student. Most good questions allow for a range of possible answers. In other words, a continuum exists and students can generally feel free to choose a response along that continuum. However, students should avoid crafting an extreme response at either end of the continuum…
MG – 495 Week 5, 6, & 8 DQ Teams and Week 7 Case Analysis Team Assignments For the week 5, 6, & 8 Weekly Discussion Questions (DQs) and the Week 7 Team Case Analysis, I have assigned four different teams, Red, Yellow, Blue and Green Teams. Your team work area is located in the Course Home area. I have also assigned a Team Leader for each of the four teams for each week, which means that the Team Leader will only have to serve as the Team Leader for one week. To access your assigned team's work…
to understand what we are doing.” Sends the message that you and the victim/witness are in this together and emphasizes the victim/witness is not alone. Spend a short time informing the victim about the next steps in the investigation or incident response. This will help minimize the victim’s/witness’s uncertainties and fears about the future. The “I” Stage • The investigator should move to this stage with a statement such as, “In order for us to be successful...I need some more information.” •…