Aspects of the Southern Colonies Essay Example for Free

Aspects of the Southern Colonies Essay Crops were important to the southern economy. Because they did so well farming, the southerners did not make many tools or household goods. They grew large crops of tobacco, corn, rice and wheat, which people wanted in England. In the 1600s, tobacco was very important. It was the most valuable export. The tobacco was put in barrels, shipped to England and sold. Most Maryland people grew tobacco on small farms. Sometimes, whole plantations depended on the tobacco crop. With money from tobacco, plantation owners could live a good life. The Southern Colonies primarily depended on cotton and tobacco plantations. As the plantations grew they had to employ black slaves. The plantations were fully self contained with their own blacksmith, teachers and professionals. So there were no big cities or towns. The Southern Colonies had a strict three class system: upper class rich plantation owners, middle class small plantation owners, lower class poor whites and a population of Negroes of no class. As can be seen socially all three sets of colonies were different. Yeoman farmers, who worked smaller tracts of land, sat in popular assemblies and found their way into political office. Their outspoken independence was a constant warning to the oligarchy of planters not to encroach too far upon the rights of free men. By the early 18th century, colonial legislatures held two significant powers: the right to vote on taxes and expenditures, and the right to initiate legislation rather than merely act on proposals of the governor. The legislatures used these rights to check the power of royal governors and to pass other measures to expand their power and influence. In time, the center of colonial administration shifted from London to the provincial capitals.

Comparing Andrew Marvells To His Coy Mistress and John Donnes Flea Es

Andrew Marvell’s To His Coy Mistress and John Donne’s Flea Andrew Marvell and John Donne both wrote â€Å"carpe diem† poetry full of vivid imagery and metaphysical conceits. This message can be clearly seen in the poems "To His Coy Mistress" by Marvell and Donne’s "Flea." Though both poems take a similar approach to the topic addressed, it is Marvell that writes more thoughtfully and carefully, coercing instead of Donne’s seemed demanding\begging. The speaker in â€Å"Coy Mistress† is trying to convince his woman of choice that it is much better to have sex now than to save her virginity for the future. Why save it until they are married? The man wants to experience the pleasure now. Marvell’s message here seems to be that instead of worrying about the future; planning exactly when we should do things, humans should take things as they come and enjoy them before it is too late. This theme relates to all aspects of life, not just sex. Donne’s narrator, though having the same goal and idea, is far more blunt in his reasoning. Noticing a flea that presumably had bitten them both, he ar...

Commanding Heights Essay

†¢ Episode 1: The Battle of Ideas begs a comparison between socialism and capitalism. †¢ It traces the world’s economic history from the early 1900’s to the events following 9/11. †¢ Asks the question which is a better and more foolproof economic system government control or free markets? †¢ It delves into how the First World War impacted two brilliant economists, Keynes and Hayek. And then follows both Keynes and Hayek through their respective career paths (Keynes role as an advisor to the British Government on wartime economy and Hayek as an Austrian soldier). †¢ Keynes predicted that the result of the treaty of Versailles and demanding reparations from an already bankrupt Germany and Austria would cause another war, The Second World War. †¢ Meanwhile Hayek and his disciple Zlabinger fought against hyper inflation and encouraged free markets. †¢ Simultaneously the American Economy was booming, till October 24th, 1930 when the great depression hit and unemployment soared and industry stopped and half of the US banks were closed down. †¢ During this time Keynes’s theory of government intervention helped lead the way out of the problem (Keynes wrote about Macroeconomics). †¢ Meanwhile Lenin had introduced the New Economic Policy which consisted of grass root level capitalism but the commanding heights would still be under the government. The reform was met with scrutiny from the left, soon after Stalin took power and employed centralised planning of every economic aspect. †¢ Owing to the recovery from the Great Depression and Keynes’ key role in the Breton Woods Conference, in America Keynesianism took control and Hayek faded into the background. †¢ In Britain a welfare state and socialism built the country back from the bottom up. †¢ Newly independent countries like India also employed Keynesian methods, allowing for State led industry. †¢ One third of the world followed aspects of socialism until Churchill and Margaret Thatcher and Keith Joseph were influenced by Hayek’s book, ‘Road to Serfdom.’ †¢ In Germany, Ludwig Erhard stopped price control and re-started the free market economy to combat hyperinflation. The success of his risky decision led to the German Economic Miracle. †¢ While Keynes’ still had a strong hold over Washington, a Chicago School of Economics was created and it emphasised Hayek’s theory as a measure to battle stagflation. †¢ Finally Thatcher’s election and confidence in Hayek’s theory allowed for free markets to be established again. Thus, after a period of a century came back to where it was at the beginning of the century, back to free markets.

Fractions - 897 Words

Aligned with CCSS A fun, yummy way to introduce fractions http://www.teacherspayteachers.com/store/susanpowers-2210 MAKING FRACTIONS FUN!  ©Susan Powers Created by Fractions with Chocolate Bars and Colorful Sweets. CCSS: Number and OperationsFractions. 3.NF.1 Funnest Teacher Award! to effectively introduce the idea of fractions to students. Objective--- Children will be able to use the academic language of equal parts, numerator and denominator together with half, twelfth, quarter etc. They will show their understanding of how one whole is†¦show more content†¦11. Reiterating our strategy of showing our work through pictures, diagrams etc., I model how to draw our fractions on paper with crayons, labeling them with number fractions and written words (1/4 or one quarter, five twentieths or 5/20) as we figure out each fraction. We then eat our fractions! 12. As a final formative assessment or reflection, the kids are each given a sticky note and asked to write down three things that they feel they learned today about fractions. Differentiation Ideas: †¢ I have grouped the children into both mixed ability and ability groups for this activity. †¢ At step 11 above, with ability groups, I would pull the more advanced kids and verbally question them about simplifying the fractions. There are photocopiable sheets to use with this group below. Complete as is appropriate for your class. *Photocopiable chocolate bar below. Just add your own lines to show the fractions identical to the chocolate bar, which you use as a model. * This has proven to be an entertaining, delicious and memorable introduction for my students to the world of fractions. Math can be so much fun! Please submit any feedback to my E-mail. All feedback is appreciated in a bid to constantly improve my work. Susanpowers09@yahoo.com Thank you! What is each fraction the chocolate barShow MoreRelatedFractions Essay780 Words   |  4 PagesFractions Further building on children’s knowledge of counting, earlier years of school accentuates their knowledge of whole numbers. Working with fractions and decimals logically follow the work with whole numbers (Reys et al., 2017, p. 6). As children develop their multiplicative thinking throughout their primary mathematics, they are able to develop their conceptual knowledge of fractions as well. A fraction is used to represent a part of a whole or, more generally, any number of equal parts.Read MoreGrade Students Knowledge Of Fractions998 Words   |  4 Pagesknowledge of fractions is expected to grow, just like in third grade, to a higher level. After reading over this section I’m starting to see a pattern happening. This pattern is that each grade level begins to get harder and have more information for the students to learn. 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In some other books, it is defined as a number written in the form ab , where â€Å"a† and â€Å"b† are numbers and â€Å"b† is not equal to zero. Basic Parts of a Fraction * Numerator – the number above tells how many parts are taken. * Denominator – the number below tells how many equal parts the whole is divided. * Fraction bar – line that separates the two numbers. It also indicates division. There are several kindsRead MoreThinking, Fractions And Decimals1633 Words   |  7 PagesTeaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solidRead MoreEquivalant Fractions with Unlike Denominators Essay1027 Words   |  5 Pagesseveral concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is w hat fractions are. Fractions are a way of counting parts of a whole. Secondly, the students need to know how to identify parts of a fraction. 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Multiplicative thinking involves recall of basic facts, the relationship between multiplication and division and underpins the development of fractions. Comprehension of fractions includes the division of objects, fractions as numbers, the multipleRead MoreThe Learning Objective Of The Lesson Comparing Fractions2287 Words   |  10 PagesActivity 1: Comparing Fractions (October 12, 2016) The learning objective of the lesson Comparing Fractions was to demonstrate to students that fractions are everywhere we go and the importance of being able to identify fractions with greater or less value when comparing fractions. Engage During this activity students were very engaged, they created their own figures using the pattern blocks. Below there are some of the examples of the figures that students come up with (see fig.12). AfterRead MoreTeaching Equivalence in Fractions with Unlike Denominators to 4th Graders973 Words   |  4 Pagesgrade, learning equivalence in fractions with unlike denominators is something that they can look forward to...or not look forward to. It can be a very tough lesson and something that is hard for the children to understand. They need to have a simple understanding of fractions already. They need to know what they are and how they add up together. Meaning that they need to understand that fractions are a part of a whole...a fraction of something, and that if the fractions are equal they can add up to