Essay on AMH 2010 exam 1 notes

Sections 1, 2 and 3 are worth 30 points each. You must place the hyphen correctly in Section 1 and 2. In section 3 you must place the combining form with the slash to receive full credit. Section 4 is worth 60 points.This assignment contains 4 sections and APA formatting, which is worth 150 points. Incorrect spelling and not placing the hyphen or slash mark properly will result in deductions from the total score. In Section 1, you will identify the prefix for the given definition.In Section 2, you will identify the suffix for the given definition. In Section 3, you will identify the combining form for the given definition. In Section 4, you will proofread the Progress Report listed below. Next, you will

Using information from the evidence below as well as your knowledge of the period assess why, over the course of the 17th and 18th centuries, colonists went from considering themselves “British subjects” to identifying themselves as “Americans”

In 1900, the death rate per 100,000 population for influenza and pneumonia (I & P) was 202.2; it was 22.4 in 2003. How much did the death rate due to I & P decline

Two unique societies were constructed by people of common origin. These English colonists immigrated to the New World for either economic prosperity or religious freedom. During colonization, two regions were formed, New England and the Chesapeake Bay area. The two contrasting societies of New England and Chesapeake region were the results of diversity of: social and family structure; health and living conditions; economy; religion and beliefs; and government policies.

Q1: Compare and contrast the government, religion, geography, and economy of the three English colonial regions (the Chesapeake area, New England, and Pennsylvania). Be sure to consider the role of race, gender, and ethnicity.

Socially the three groups of colonies developed differently. The New England Colonies life was dominated by the Puritan religion.

1. Ernestine Friedl says that the position of women is higher the more they are involved in (l) primary subsistence (as owners or controllers, NOT merely as laborers) and (2) the PUBLIC distribution of the product of subsistence. Use this argument to account for the position of women in Kung society. Make sure you use both part (l) and part (2) of Friedl’s argument. (Don’t worry that Friedl’s argument is simplistic; she is not trying to say that women’s role in subsistence is the ONLY factor that affects their position in society.)

In his second proposition, Bailyn evaluates the settlement patterns in the colonies of the early America. He suggests that development patterns for British North America are rather

• They worked 4-7 years to pay off landowner for their passage to America. Once debt was paid they received clothes, tools, livestock, crops, and possibly some land. Most did not receive any of this because they died.

to a busy merchant seaport in 1850 to the industrial metropolis by the 1900’s.  The

Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: New England

The Treaty of Echota gave up all the indian land east of the Mississippi for 5 million dollars. The Cherokee would receive land in the Indian Territory. They were also promised things they would lose including livestock, tools, and other

Due to the growing economic activity in the colonies both locally and amongst each other as well as all of the external trade, the local and colonial

Two unique societies were constructed by people of common origin. These English colonists immigrated to the New World for either economic prosperity or religious freedom. During colonization, two regions were formed, New England and the Chesapeake Bay area. The two contrasting societies of New England and Chesapeake region were the results of diversity of: social and family structure; health and living conditions; economy; religion and beliefs; and government policies.

During reconstruction, the meaning of freedom suited many different types of interpretation; the perception of freedom between former slaves and their slaves masters were very contradictory. To begin with, African-Americans had suffered severe abuse over those years of slavery, so to them, the meaning of freedom was basically a hope that in the future, they won’t experience all kind of punishment and exploration that they have been experienced so far. Besides that, formers slaves were demanding equal civil and political rights. In the same way, they valued their freedom by establishing their own schools and churches, reuniting families that were separated under