Social Security System Essay Example | Topics and Well Written Essays - 1000 words

Social Security System - Essay Example But there is more to the Social Security System than a mere pension arrangement. The economic gait is that Social Security is a mechanism whose functioning ensures the provision of revenue for disfavored members of the society such as the old, the handicapped, the ill and the unemployed, so as to enable them meet up with basic necessities. Like the Balance of Payment (BOP) and the business cycle, the Social Security System experiences many set backs but there exists a Social Security problem. The interest here is to identify this problem and propose a way of fixing it. It shall therefore be important to view the functioning of the Social Security System then identify the Social Security problem before proposing a possible solution to this problem. In an article entitled 'Solving the Social Security Problem in America', published in his website; Russell Bailyn's Financial Planning Blog, the New York Wealth Manager, states that: 'Social Security is a federal program which provides retirement and disability income to workers through the collection of Social Security taxes. Every worker in the United States is responsible for paying these taxes during their working years and entitled to receiving benefit checks when they are eligible for retirement.' Bailyn's explanation is a perfect illustration of how the Social Security System functions. ... Bailyn further explains that the people who are most concerned with the system are often unaware of it. 'I'm unaware that 12.4% of my paycheck goes towards these taxes, I'm just too far from receiving benefits to worry about it. Perhaps part of that irresponsible logic stems from how the system is organized. Rather than each taxpayer's Social Securitydollars getting earmarked for their own retirement, they get paid into a common pool of money allocated by the federal government. (Bailyn, Russell. 'Solving the Social Security Problem in America'). The Social Security is an 'unjust' system as it the origin of a major problem. The problem of the Social Security lies in its impracticable nature and its tendency towards monetary difficulty. In effect, the problem lies in the fact that for any given economy, if there exists a rapidly increasing ageing population and a small working population, then the amount of money placed in the Social Security fund will not be enough to salvage the problems of both the present and future ageing populations as well as other disfavored sections of the population. In the same line, the system is not a viable one since those who are currently paying their money into the system may later not benefit from it. This is explained by the simple fact that the Social Security system is not like a private bank account where one places his income and later on retrieves it at will. On the contrary, the money one pays into the Social Security is used for the needs of others and if later on the payee is unable to also benefit from the system due to a lack of funds then the system is clearly an unworkable one. 'Perhaps part of that irresponsible logic stems from how the system is

Analysis of Richard Wrights Black Boy

Analysis of Richard Wrights Black Boy Black Boy Essay In Richard Wright’s autobiography of Black Boy, Richard is determined to leave his family to move to the north because they do not provide the necessities for him to be successful. Richard’s bold and stubborn personality negates him success. This runs parallel to the abuse and manipulation that Richard receives that limits his relationships with others around him. Wright also shows how reading frees a soul suffering from discrimination. The US constitution states that â€Å"All men are created equal,† but in the Jim Crow law era, blacks were always looked down upon. Jim Crow promoted segregation and dehumanization amongst blacks and whites, creating the â€Å"wall† that separates whites from blacks. Racial prejudice, hate and discrimination were everywhere; blacks could be punished in any manor, from being arrested and getting a beating, to being slain based on a white person’s judgment on the action perform by the black individual. Throughout the n ovel we can see Richard’s alienation from the white community as well as the black community. Richard grew up in the south bound by rules and regulations formed by the whites. Secluded within their own confines of living, their struggle to survive in such a harsh environment seemed infinite and hopeless. Richard had to take charge when his mother falls ill and must provide for her and the family; disregarding this own health and focusing on keeping up with the rent and bills that needed to be paid. Richard’s father deserted his family leaving him and his mother to be on their own. Nathan, Richard’s dad was a peasant, and a share cropper. He did what the whites commanded him to do, follow the rules with no desire to succeed or progress in life, and repeat each and every demeaning and menial task day by day just to get by. This is the kind of society which ‘trained’ Nathan to be what the whites forced him to be, a dull and dumb individual with no sense of perception of what’s actually going on around him. Being counted as a subspecies, Richardà ¢â‚¬â„¢s father was conditioned to have no sense of hope, his entire life was based upon one thing, and that is falling in line with all other blacks and follows through with all the commands given by the white with no questions asked. This worked on every level imaginable, using sheer force and fear to tear down any sense of hope or positive thinking which blacks had. Just the thought of blacks surpassing a white individual was unthinkable. Why is this? It’s because it was deemed that way, it was how the society worked at that time. No one could question or challenge what whites could or can’t do, all of their thoughts are final. The ideas of being superior amongst the blacks were socially acceptable. And this included dehumanizing and cruel treatments. Richard wasn’t like the other kids that were in the black society. He was more free willed and ambitious. Richard was an independent individual from the start; not getting attached to anyone or in need of assistance of any sort. Richard was fond of education and learning. His quest for knowledge seemed, in the other black people’s eyes as a waste of time and energy, deemed to be helpful. But in some cases, Richard’s knowledge gets him in trouble, even worse getting hurt. An example from the book, is when Richard has to go to the store and buy groceries, but gets robbed numerous times by a gang of boys. The final time that Richard failed to get the groceries his mother told him, â€Å"Don’t come in here†¦You just stay right where you are, I’m going to teach your this night to stand up and fight for yourself†¦Don’t you come into this house until you’ve gotten those groceries.†(pg.24-25). One of Richard’s top quali ties was taught that night by his mother was perseverance. On the other hand we see the opposite, Shorty. Basically this amplifies my point of doing whatever possible to survive in this dreadful environment. He gets kicked in the gut just to get a quarter. My ass is tough and quarters is scarce.(end of ch12) At what point does a person go to violate self-ethics and morals, and go through with it just to survive. How far are you willing to go until you break? There is a delicate bond between the white people and white people, as humans we have limitations on how much we can handle mentally and physically. We can see from this example that Shorty is willing to degrade himself in order to get a quarter per kick. Shorty and Richard go off on a tangent about how to avoid being dehumanized and do something else. Richard offers to help him but Shorty’s hard headedness prevents him from to take heed the information given by Richard. But in Shorty’s remarks, he states that he is lazy to do anything and won’t change his ways of ho w he earns money. The readers recognize that Shorty has accepted the fact of being caught in the white power web of inferiority; he sees that there is no way out of this terrible situation. He went to school for half of his learning, and the half he was self-taught; by reading little bits and pieces he manages to learn quite a bit. Having knowledge and education grants Richard to be ahead of all the other black people. Wanting to be a writer, Wright pursues his dreams of moving North and writing novels. He takes the challenge by getting any job he can to raise money for himself to move to the north once and for all, and freeing himself from the clutches of racial prejudice and white rule. His ability to persevere also guided Richard toward his prosperity. Richard was a fighter and no matter what obstacle he faced, he manages to knock it down and march forth with his duties. Richard was always rebellious, from when he was really young to young adulthood. For example, when the principal at Richard’s school had asked him to give a speech to the audience of whites and blacks, Richard refused to read the principal’s pre-written speech. Just by reading the principal’s speech he was relieved at the same overly stressed out. He had the will and courage that other black individuals lacked to commence forth with this own speech. Richard was willing to leave school without a diploma just because of this unjust action. The whites knew that Richard was different; they knew that he challenged the â€Å"system† and he wasn’t afraid like the rest of the black people. The readers can sense fear coming from the whites, due to Richard’s attitude towards the whites and the boundaries that surround him. The white’s try to cover up their fear and pushing racism by being cruel and demeaning towards the entire black population. We can see in the scene where Richard gets a new job at the optical place, and his co-workers mistreat him just because the boss is kind to Richard. Later Richard leaves the job knowing that his co-workers would ‘kill’ him if told the boss what happed to him. The hostility portrayed by his co-workers was so great that Richard couldn’t handle it anymore, and was forced to leave his job. All of these events mold Richard into the hardy character he is known for. Wright’s intellect was unmatched by the blacks, and well as his rebellious features and conduct. These were a few reasons that he was able to overcome his background of being black individual, and becoming a successful writer. Based on the fact that he was smart and independent, and his perseverance guided him to reach this status, to which all blacks should uphold to. By reading Black Boy it becomes very clear to the reader how life as a black minority is very difficult. We can recognize all the struggles they faced and how Richard challenged and managed to surpass what no blacks ever did.

The Law Enforcement Profession :: essays research papers

The Law Enforcement Profession Abstract In order to understand comptemporary law enforcemment, we should recognize the conditions that impact our profession. It is agreed upon by many scholars that major changes in law enforcement occur every five years. Policing is sometimes characterize"... like a sandbar in a river, subject to being changed continuously by the currents in which it is immersed..." (Swanson, Territo and Taylor, p. 2). However, in recent years some major changes have occurred in a shorter time period. Innovations in law enforcement During the past two decades, I have observed major changes in the viewpoint of society towards police officer's as the symbol of trust and dignity, the technological advances of communication and information systems in law enforcement, and the revision of selection and hiring practices for police officers. Organizational change occurs both as a result of internal and external agents (Swanson, Territo and Taylor, p. 664). These changes have manifested both positive and negative reverberations in the way we perform our job. Police officials have contemplated for years over the key to maintaining a positive image for their organization. Unfortunately, several incidents in the past years have altered society's perception of police in some communities. Police in America are no longer strangers to innovation born of scandal. Law enforcement agencies nationwide have repeatedly been shaken by controversy and forced to make undesirable concessions. Has law enforcement failed to maintain the high standards required by the profession? The cost of public trust is high. It increases each time faith must be regain. Historically, law enforcement agencies throughout the nation have experienced periods of low confidence in communities preceding episodes deemed to be a breach of trust. Early pioneers in law enforcement history such as August Vollmer (1902 - 1932). Berkeley Police Department and J. Edgar Hoover (1924) the Federal Bureau of Investigation made numerous advancements towards improving the professionalism of law enforcement (Anderson and Newman, p. 119 - 120). Other attempts were made in 1956 by the International Association of Chiefs of Police adopted "The Law Enforcement Code Of Ethics" (Wilson and McClaren, p.8) Examples of several historical events locally have attributed to society's decline in respect for police. For example, nine members of a Los Angeles County Sheriff's Department special narcotics squad were charged with misappropriating tens of thousands of dollars confiscated in drug raids (L. A. Times, p. 4, Sept. 9, 1989). Another local incident involved 80 Los Angeles police officers stormed and wrecked an apartment and allegedly beat several residents on "Dalton Street." The city was forced to settled in a civil law suit by the resident with a settlement of $3 million dollars of taxpayers money

Fool Chapter 14

FOURTEEN ON TENDER HORNS â€Å"I shagged a ghost,† said Drool, wet, naked, and forlorn, sitting in the laundry cauldron under Castle Gloucester. â€Å"There's always a bloody ghost,† said the laundress, who was scrubbing the lout's clothes, which had been most befouled in the moat. It had taken four of Lear's men, along with me, to pull the great git from the stinking soup. â€Å"No excuse for it, really,† said I. â€Å"You've the lake on three sides of the castle, you could open the moat to the lake and the offal and stink would be carried away with the current. I'll wager that one day they find that stagnant water leads to disease. Breeds hostile water sprites, I'll wager.† â€Å"Blimey, you're long-winded for such a wee fellow,† said the laundress. â€Å"Gifted,† I explained, gesturing grandly with Jones. I, too, was naked, but for my hat and puppet stick, my own apparel having taken a glazing of oozy moat mess during the rescue as well. â€Å"Sound the alarm!† Kent came storming down the steps into the laundry, sword unsheathed and followed closely by the two young squires he'd trounced not an hour before. â€Å"Bolt the door! To arms, fool!† â€Å"Hello,† said I. â€Å"You're naked,† said Kent, once again feeling the need to voice the obvious. â€Å"Aye,† said I. â€Å"Find the fool's kit, lads, and get him into it. Wolves are loosed on the fold and we must defend.† â€Å"Stop!† said I. The squires stopped thrashing wildly around the laundry and stood at attention. â€Å"Excellent. Now, Caius, what are you on about?† â€Å"I shagged a ghost,† said Drool to the young squires. They pretended they couldn't hear him. Kent shuffled forward, held back some by the alabaster grandeur of my nakedness. â€Å"Edmund was found with a dagger through his ear, pinned to a high-backed chair.† â€Å"Bloody careless eater he is, then.† â€Å"‘Twas you who put him there, Pocket. And you know it.† â€Å"Moi? Look at me? I am small, weak, and common, I could never – â€Å" â€Å"He's called for your head. He hunts the castle for you even now,† said Kent. â€Å"I swear I saw steam coming out his nostrils.† â€Å"Not going to spoil the Yule celebration, is he?† â€Å"Yule! Yule! Yule!† chanted Drool. â€Å"Pocket, can we go see Phyllis? Can we?† â€Å"Aye, lad, if there's a pawnbroker in Gloucester, I'll take you soon as your kit is dry.† Kent raised a startled porcupine of an eyebrow. â€Å"What is he on about?† â€Å"Every Yule I take Drool down to Phyllis Stein's Pawnshop in London and let him sing ‘Happy Birthday' to Jesus, then blow the candles out on the menorah.† â€Å"But the Yule's a pagan holiday,† said one of the squires. â€Å"Shut up, you twat. Do you want to ruin the twit's fun? Why are you here, anyway? Aren't you Edmund's men? Shouldn't you be trying to put my head on a pike or something?† â€Å"They've changed allegiance to me,† said Kent. â€Å"After the thrashing I gave them.† â€Å"Aye,† said squire one. â€Å"We've more to learn from this good knight.† â€Å"Aye,† said squire two. â€Å"And we were Edgar's men, anyway. Lord Edmund is a scoundrel, if you don't mind me saying, sir.† â€Å"And, dear Caius,† said I. â€Å"Do they know that you are a penniless commoner and can't really maintain a fighting force as if you were, say – oh, I don't know – the Earl of Kent?† â€Å"Excellent point, Pocket,† said Kent. â€Å"Good sirs, I must release you from your service.† â€Å"So we won't be paid, then?† â€Å"My regrets, no.† â€Å"Oh, then we'll take our leave.† â€Å"Fare thee well, keep your guard up, lads,† said Kent. â€Å"Fighting's done with the whole body, not only the sword.† The two squires left the laundry with a bow. â€Å"Will they tell Edmund where we're hiding?† I asked. â€Å"I think not, but you better get your kit on just the same.† â€Å"Laundress, how progresses my motley?† â€Å"Steamin' by the fire, sir. Dry enough to wear indoors, I reckon. Did I hear it right that you put a dagger through Lord Edmund's ear?† â€Å"What, a mere fool? No, silly girl. I'm harmless. A jab from the wit, a poke to the pride are the only injuries a fool inflicts.† â€Å"Shame,† said the laundress. â€Å"He deserves that and worse for how he treats your dim friend – † She looked away. † – and others.† â€Å"Why didn't you just kill the scoundrel outright, Pocket?† asked Kent, kicking subtlety senseless and rolling it up in a rug. â€Å"Well, just shout it out, will you, you great lummox.† â€Å"Aye, like you'd never do such a thing, ‘Top of the morning; grim weather we're having; I've started a bloody war!'† â€Å"Edmund has his own war.† â€Å"See, you did it again.† â€Å"I was coming to tell you when I found the girl ghost having a go at Drool. Then the lout leapt out the window and the rescue was on. The ghost implied that the bastard might be rescued by France. Maybe he's allied with bloody King Jeff to invade.† â€Å"Ghosts are notoriously unreliable,† said Kent. â€Å"Did you ever consider that you might be mad and hallucinating the whole thing? Drool, did you see this ghost?† â€Å"Aye, I had a half a laugh wif her before I got frightened,† said Drool, sadly, contemplating his tackle through the steamy water. â€Å"I fink I gots deaf on me willie.† â€Å"Laundress, help the lad wash the death off his willie, would you?† â€Å"Not bloody likely,† said she. I held the tip of my coxcomb to stay any jingling and bowed my head to show my sincerity. â€Å"Really, love, ask yourself, What would Jesus do?† â€Å"If he had smashing knockers,† added Drool. â€Å"Don't help.† â€Å"Sor-ry.† â€Å"War? Murder? Treachery?† reminded Kent. â€Å"Our plan?† â€Å"Aye, right,† said I. â€Å"If Edmund has his own war it will completely bollocks up our plans for civil war between Albany and Cornwall.† â€Å"All well and good, but you didn't answer my question. Why didn't you just slay the bastard?† â€Å"He moved.† â€Å"So you meant to kill him?† â€Å"Well, I hadn't thought it through completely, but when I sent his dagger at his eye socket I believed that there might be a fatal outcome. And I must say, although I didn't stay to revel in the moment, it was very satisfying. Lear says that killing takes the place of bonking in the ancient. You've killed a multitude of chaps, Kent. Do you find that to be the case?† â€Å"No, that's a disgusting thought.† â€Å"And yet, with Lear lies your loyalty.† â€Å"I'm beginning to wonder,† said Kent, sitting down now on an overturned wooden tub. â€Å"Who do I serve? Why am I here?† â€Å"You are here, because, in the expanding ethical ambiguity of our situation, you are steadfast in your righteousness. It is to you, my banished friend, that we all turn – a light amid the dark dealings of family and politics. You are the moral backbone on which the rest of us hang our bloody bits. Without you we are merely wiggly masses of desire writhing in our own devious bile.† â€Å"Really?† asked the old knight. â€Å"Aye,† said I. â€Å"I'm not sure I want to keep company with you lot, then.† â€Å"Not like anyone else will have you, is it? I need to see Regan before my bastard ear piercing poisons our cause. Will you take her a message, Kent – er, Caius?† â€Å"Will you put on your trousers, or at least your codpiece?† â€Å"Oh, I suppose. That had always been part of the plan.† â€Å"Then I will bear your message to the duchess.† â€Å"Tell her – no, ask her – if she still holds the candle she promised for Pocket. Then ask her if I may meet her somewhere private.† â€Å"I'm off, then. But try to manage not to get murdered while I'm gone, fool.† â€Å"Kitten!† said I. â€Å"You poxy little vermin,† said Regan, in glorious red. â€Å"What do you want?† Kent had led me to a chamber far in the bowels of the castle. I couldn't believe that Gloucester would house royal guests in an abandoned dungeon. Regan must have somehow found her own way here. She had an affinity for such places. â€Å"You received the letter from Goneril, then?† I asked. â€Å"Yes. What is it to you, fool?† â€Å"The lady confided in me,† said I, bouncing my eyebrows and displaying a charming grin. â€Å"What is your thought?† â€Å"Why would I want to dismiss father's knights, let alone take them into my service? We have a small army at Cornwall.† â€Å"Well, you're not at Cornwall, are you, love?† â€Å"What are you saying, fool?† â€Å"I'm saying that your sister bade you come to Gloucester to intercept Lear and his retinue, and thus stop him from going to Cornwall.† â€Å"And my lord and I came with great haste.† â€Å"And with a very small force, correct?† â€Å"Yes, the message said it was urgent. We needed to move quickly.† â€Å"So, when Goneril and Albany arrive, you will be away from your castle and nearly defenseless.† â€Å"She wouldn't dare.† â€Å"Let me ask you, lady, where do you think the Earl of Gloucester's allegiance lies?† â€Å"He is our ally. He has opened his castle to us.† â€Å"Gloucester, who was nearly usurped by his eldest son – you think he sides with you?† â€Å"Well, with Father, then, which is the same thing.† â€Å"Unless Lear is aligned with Goneril against you.† â€Å"But she relieved him of his knights. He ranted about it for an hour after his arrival, called Goneril every foul name under the sun, and praised me for my sweetness and loyalty, even overlooking my throwing his messenger into the stocks.† I said nothing. I removed my coxcomb, scratched my head, and sat on some dusty instrument of torture to observe the lady by torchlight and watch her eyes as the rust ground off the twisted gears of her mind. She was simply lovely. I thought about what the anchoress had said about a wise man only expecting so much perfection in something as its nature allows. I thought that I might, indeed, be witnessing the perfect machine. Her eyes went wide when the realization hit. â€Å"That bitch!† â€Å"Aye,† said I. â€Å"They'll have it all, she and Father?† â€Å"Aye,† said I. I could tell her anger didn't arise from the betrayal, but from not having thought of it first. â€Å"You need an ally, lady, and one with more influence than this humble fool can provide. Tell me, what do you think of Edmund the bastard?† â€Å"He's fit enough, I suppose.† She chewed a fingernail and concentrated. â€Å"I'd shag him if my lord wouldn't murder him – or come to think of it, maybe because he would.† â€Å"Perfect!† said I. Oh Regan, patron saint of Priapus,[38] the most slippery of the sisters: in disposition preciously oily, in discourse, deliciously dry. My venomous virago, my sensuous charmer of serpents – thou art truly perfection. Did I love her? Of course. For even though I have been accused of being an egregious horn-beast, my horns are tender, like the snail's – and never have I hoisted the horns of lust without I've taken a prod from Cupid's barb as well. I have loved them all, with all my heart, and have learned many of their names. Regan. Perfect. Regan. Oh yes, I loved her. She was a beauty to be sure – there was none in the kingdom more fair; a face that could inspire poetry and a body that inspired lust, longing, larceny, treachery, perhaps even war. (I am not without hope.) Men had murdered each other in competition for her favors – it was a hobby with her husband, Cornwall. And to her credit, while she could smile as a bloke bled to death with her name on his lips, she was not tight-fisted with her charms. It only added to the tension around her that someone was going to be shagged silly in the near future, and how much more thrilling if his life hung by a thread as he did the deed. In fact, the promise of violent death might be to the princess Regan like the nectar of Aphrodite herself, now that I think of it. Why else would she have called for my death all those years ago, when I had so diligently served her, after Goneril had left the White Tower to wed Albany. It had begun, it seems, with a bit of jealousy. â€Å"Pocket,† said Regan. She was perhaps eighteen or nineteen at the time, but unlike Goneril, had been exploring her womanly powers for years on various lads about the castle. â€Å"I find it offensive that you gave personal counsel to my sister, yet when I call you to my chambers I get nothing but tumbling and singing.† â€Å"Aye, but a song and a tumble seem all that's needed to lift the lady's spirits, if I may say so.† â€Å"You may not. Am I not fair?† â€Å"Extremely so, lady. Shall I compose a rhyme to your beauty? A ravishing tart from Nantucket – â€Å" â€Å"Am I not as fair as Goneril?† â€Å"Next to you, she is less than invisible, just a shimmering envious vacuum, is she.† â€Å"But do you, Pocket, find me attractive – in a carnal way – the way you did my sister? Do you want me?† â€Å"Ah, of course, lady, from the morning I wake, I have but one thought, one vision: of your deliciousness, under this humble and unworthy fool, writhing naked and making monkey noises.† â€Å"Really, that's all you think about?† â€Å"Aye, and occasionally breakfast, but it's only seconds before I'm back to Regan, writhing, and monkey noises. Wouldn't you like to have a monkey? We should have one around the castle, don't you think?† â€Å"So all you think of is this?† And with that, she shrugged off her gown, red as always, and there she stood, raven-haired and violet-eyed, snowy fair and finely fit, as if carved by the gods from a solid block of desire. She stepped out of the pool of bloodred velvet and said, â€Å"Drop your puppet stick, fool, and come here.† And I, ever the obedient fool, did. And oh it led to many months of clandestine monkey noises: howling, grunting, screeching, yipping, squishing, slapping, laughing, and no little bit of barking. (But there was no flinging of poo, as monkeys are wont to do. Only the most decent, forthright monkey sounds as are made from proper bonking.) I put my heart into it, too; but the romance was soon crushed beneath her cruel and delicate heel. I suppose I shall never learn. It seems a fool is not so often taken as a medicine for melancholy, as for ennui, incurable and recurring among the privileged. â€Å"You've been spending a lot of time with Cordelia of late,† said Regan, basking glorious in the gentle glow of the afterbonk (your narrator in a sweaty puddle on the bedside floor, having been summarily ejected after rendering noble service). â€Å"I am jealous.† â€Å"She's a little girl,† said I. â€Å"But when she has you, I cannot. She's my junior. It's not acceptable.† â€Å"But, lady, it's my duty to keep the little princess smiling, your father has commanded it. Besides, if I am otherwise engaged you can have that sturdy fellow you fancy from the stable, or that young yeoman with the pointy beard, or that Spanish duke or whatever he is that's been about the castle for a month. Does that bloke speak a word of English? I think he may be lost.† â€Å"They are not the same.† I felt my heart warm at her words. Could it be real affection? â€Å"Well, yes, what we share is – â€Å" â€Å"They rut like goats – there's no art to it, and I weary of shouting instructions to them, especially the Spaniard – I don't think he speaks a word of English.† â€Å"I'm sorry, milady,† said I. â€Å"But that said, I must away.† I stood and gathered my jerkin from under the wardrobe, my leggings from the hearth, my codpiece from the chandelier. â€Å"I've promised to teach Cordelia about griffins and elves over tea with her dolls.† â€Å"You'll not,† said Regan. â€Å"I must,† said I. â€Å"I want you to stay.† â€Å"Alas, parting is such sweet sorrow,† said I. And I kissed the downy dimple at the small of her back. â€Å"Guard!† called Regan. â€Å"Pardon?† I inquired. â€Å"Guard!† The door to her solar opened and an alarmed yeoman looked in. â€Å"Seize this scoundrel. He hath ravaged your princess.† She had conjured tears, in that short span of time. A bit of a wonder, she was. â€Å"Fuckstockings,† said I, as two stout yeomen took me by the arms and dragged me down to the great hall in Regan's wake, her dressing gown open and flowing out behind her as she wailed. It seemed a familiar motif, yet I did not feel the confidence that comes with rehearsal. Perhaps it was that Lear was actually holding court before the people when we entered the great hall. A line of peasants, merchants, and minor noblemen waited as the king heard their cases and made judgments. Still in his Christian phase, he had been reading about the wisdom of Solomon, and had been experimenting with the rule of law, thinking it quaint. â€Å"Father, I insist you hang this fool immediately!† Lear was taken aback, not only by the shrillness of his daughter's demand, but by the fact that she stood frontally bare to all the petitioners and made no effort to close her red gown. (Tales would be told of that day, of how many a plaintiff, having seen the snowy-skinned princess in all her glory, did hold his grievance pitiful, indeed, his life worthless, and went home to beat his wife or drown himself in the mill pond.) â€Å"Father, your fool hath violated me.† â€Å"That's a fluttering bottle of bat wank, sire,† said I. â€Å"Begging your pardon.† â€Å"You speak rashly, daughter, and you appear frothing-dog mad. Calm yourself and state your grievance. How hath my fool offended?† â€Å"He hath shagged me roughly, against my will, and finished too soon.† â€Å"By force? Pocket? He isn't eight stone on a feast day – he couldn't shag a cat by force.† â€Å"That's not true, sire,† said I. â€Å"If the cat is distracted with a trout, then – well, uh, nevermind – â€Å" â€Å"He violated my virtue and spoiled my virginity,† said Regan. â€Å"I insist you hang him – hang him twice, the second time before he's finished choking from the first – that'll be fitting justice.† I said: â€Å"What has put vengeance in your blood, princess? I was just going to tea with Cordelia.† Since the little one wasn't present, I hoped invoking her name might awaken the king to my cause, but it only seemed to incense Regan. â€Å"Forced me down and used me like a common tart,† said Regan, adding rather more pantomime than the petitioners in the hall could bear. Several began to beat their fists to their heads, others grabbed at their groins and sank to their knees. â€Å"No!† said I. â€Å"I've had many a wench by stealth, a few by guile, a number by charm, a brace by mistake, the odd harlot for coin, and, when all else has failed, I've made do by begging, but by God's blood, none by force!† â€Å"Enough!† said Lear. â€Å"I'll hear no more. Regan, close your robe. As I have decreed, we are a kingdom of laws. There shall be a trial, and if the rascal is found guilty, then I'll see him hanged twice myself. Make way for a trial.† â€Å"Now?† asked the scribe. â€Å"Yes, now,† said Lear. â€Å"What do we need? A couple of chaps to do the prosecuting and defending, grab a few of those peasants for witnesses, and with due process, habeas corpus, fair weather and whatnot, we'll have the fool dangling black-tongued before tea. Will that suit you, daughter?† Regan closed her robe and turned away coyly. â€Å"I suppose.† â€Å"And you, fool?† Lear winked at me, none too subtly. â€Å"Aye, majesty. A jury, perhaps, chosen from that same group as the witnesses.† Well, one has to make an effort. From their reaction I would be acquitted, on a â€Å"who could blame† him basis: justifiable shaggicide, they'd call it. But no. â€Å"No,† said the king. â€Å"Bailiff read the charges.† The bailiff obviously hadn't written up charges, so he unrolled a scroll on which was written something entirely unconnected to my case, and faked it: â€Å"The Crown states that on this day, October fourteenth, year of Our Lord, one thousand, two hundred, and eighty-eight, the fool known as Pocket, did with forethought and malice, shag the virgin princess Regan.† There was cheering from the gallery, a little scoffing from the court. â€Å"There was no malice,† said I. â€Å"Without malice, then,† said the bailiff. At this point, the magistrate, who normally functioned as a castle steward, whispered to the bailiff, who normally was the chamberlain. â€Å"The magistrate wishes to know how was that?† â€Å"‘Twas sweet, yet nasty, your honor.† â€Å"Note that the accused hath stated that it was [sweet and nasty], thereby admitting his guilt.† More cheering. â€Å"Wait, I wasn't ready.† â€Å"Smell him,† said Regan. â€Å"He reeks of sex, like fish and mushroom and sweat, doesn't he?† One of the peasant witnesses ran forth and sniffed my bits mercilessly, then looked to the king, nodding. â€Å"Aye, your honor,† said I. â€Å"I'm sure I have an odor about me. I must confess, I was sans trou today in the kitchen, while awaiting my laundry, and Bubble had left a casserole out on the floor to cool, and it did trip me and I fell prick-deep in gravy and goo – but I was on my way to chapel at the time.† â€Å"You put your dick in my lunch?† said Lear. Then to the bailiff, â€Å"The fool put his dick in my lunch?† â€Å"No, in your beloved daughter,† said Regan. â€Å"Quiet, girl!† barked the king. â€Å"Captain Curan, send a guard to watch the bread and cheese before the fool has his way with it.† It went on like that, with things looking rather grim for me as the evidence mounted against me, peasants taking the opportunity to describe the most lecherous acts they could imagine a wicked fool might perpetrate on an unsuspecting princess. I thought testimony of the sturdy stable boy particularly damning at first, but eventually it led to my acquittal. â€Å"Read that back, so the king may hear the true heinous nature of the crime,† said my prosecutor, who I believe butchered cattle for the castle as his normal vocation. The scribe read the stable boy's words: â€Å"Yes, yes, yes, ride me, you crashing tree-cocked stallion.† â€Å"That's not what she said,† said I. â€Å"Yes, it is. It's what she always says,† said the scribe. â€Å"Aye,† said the steward. â€Å"Aye, it is,† said the priest. â€Å"S,† said the Spaniard. â€Å"Well, she never says that to me,† said I. â€Å"Oh,† said the stable boy. â€Å"Then it's ‘Prance, you twig-dicked little pony,' is it?† â€Å"Possibly,† said I. â€Å"She never says that to me,† said the yeoman with the pointy beard. Then there was a moment of silence, while all who had spoken looked around at one another, then furiously avoided eye contact and found spots on the floor of great interest. â€Å"Well,† said Regan, chewing a fingernail as she spoke, â€Å"there is a chance that, uh, I was having a dream.† â€Å"Then the fool did not take your virtue?† asked Lear. â€Å"Sorry,† said Regan sheepishly. â€Å"It was but a dream. No more wine at lunch for me.† â€Å"Release the fool!† said Lear. The crowd booed. I walked out of the hall side by side with Regan. â€Å"He might have hung me,† I whispered. â€Å"I'd have shed a tear,† said she with a smile. â€Å"Really.† â€Å"Woe to you, lady, should you leave that rosebud asterisk of a bum-hole unguarded on our next meeting. When a fool's surprise comes unbuttered, a Pocket's pleasure will a princess punish.† â€Å"Oooo, do tease, fool, shall I put a candle in it so you can find your way.† â€Å"Harpy!† â€Å"Rascal!† â€Å"Pocket, where have you been?† said Cordelia, who was coming down the corridor. â€Å"Your tea has gone cold.† â€Å"Defending big sister's honor, sweetness,† said I. â€Å"Oh bollocks,† said Regan. â€Å"Pocket dresses the fool, but he is ever our hero, isn't he, Regan?† said Cordelia. â€Å"I think I'm going to be ill,† said the elder princess. â€Å"So, love,† said I, rising from my perch on the torture machine and reaching into my jerkin. â€Å"I'm pleased you feel that way about Lord Edmund, for he has sent me with this letter.† I handed her the letter. The seal was dodgy, but she wasn't looking at the stationery. â€Å"He's smitten with you, Regan. In fact, so smitten he tried to cut off his own ear to deliver with this missive, to show you the depth of his affection.† â€Å"Really? His ear.† â€Å"Say nothing at the Yule feast, tonight, lady, but you'll see the bandage. Mark it as a tribute of his love.† â€Å"You saw him cut his ear?† â€Å"Yes, and stopped him before the deed was done.† â€Å"Was it painful, do you think?† â€Å"Oh yes, lady. He has already suffered more than have others in months of knowing you.† â€Å"That's so sweet. Do you know what the letter says?† â€Å"I was sworn not to look upon pain of death, but come close – â€Å" She leaned close to me and I squeezed the witch's puffball under her nose. â€Å"I believe it speaks of a midnight rendezvous with Edmund of Gloucester.†

Ap Us History American Colonies Essay

Hello and welcome to the exciting world that is Advanced Placement United States History. You are now a member of an elite group: students who dare to take on an exceptionally challenging course. The risks are great, but then so are the potential gains. We will take on this challenge together and when you are done, you will be justifiably proud of yourself. This course is a one-year class designed to allow the student a head start on college level work, improve writing skills, sharpen problem solving techniques, and develop study habits necessary for rigorous course work. This course is equivalent to a one semester introductory (freshman) level college U.S. history. This summer’s assignment comes as a result of the time constraints placed on us all in covering the immense content in APUSH over nine months. To allow for more an in depth study of the various periods of American History, it is necessary to cover the first 350 years of history during the summer, individually, with some exceptionally readable non-fiction histories. You will be tested over the material covered in American Colonies when you return to school in August. The assigned reading is: †¢ Taylor, Alan, † American Colonies: The Settling of North America†, Part I Encounters: CH 1-5 pp. 3-113, Part II Colonies: CH 6-12, pp. 117-272, and Part III Empires: CH 13 – 19 pp. 275 – 480. THE â€Å"AMERICAN COLONIES† BOOK SHOULD BE PICKED UP FROM MY CLASSROOM (#20) BY WEDNESDAY, MAY 19TH. THE COST OF THE BOOK WILL BE BILLED TO YOU. Read the book carefully. As you read, follow the instructions for the book analysis on pages 3-7 of this document. AMERICAN COLONIES: THE SETTLING OF NORTH AMERICA Alan Taylor READING & NOTE-TAKING GUIDE As you read, you will take notes of crucial information to be described below. You are encouraged to highlight and/or underline key passages in the book and to annotate the text for your future reference. The first unit  that we will investigate in the fall semester is about the American Colonies. This corresponds to Chapters 1 – 6 in the textbook, Out of Many. You will find this book, American Colonies, by Alan Taylor, a helpful supplement to the textbook. And, as you study the textbook in the fall semester, you will identify some conflicting ideas regarding the historical significance of some events. This can serve as food for, and illustrations of, the thought processes that will help you to be successful in your study of this course. As you read Part II, identify and take notes about the following information for each colony and colonial group: †¢ The name of the colony †¢ The founding country †¢ The date on which it was founded †¢ The name(s) of the founder(s) †¢ Why it was founded †¢ The type of colony it was (royal, proprietary, etc.) †¢ Difficulties after founding: both in the short- and long-term. This includes conflicts within the colony as well as outside of the colony. †¢ Any changes in type (self-rule to royal, etc.) Also, as you read, write down any words that you do not know and, periodically, look up their definitions or meanings in a dictionary. A successful AP US History student will always have a good collegiate dictionary at his/her disposal. During thesecond week of school you will be tested on this material. Focus Questions: As you read, consider the following focus questions to help guide your reading. In thinking about colonial development, consider the political, economic, and social structure of each colonial region. Further, consider the factors that influenced the relations with the Native Americans in each colonial region. 1. How did religion shape the development of the New England colonies? 2. What role did geography and tobacco play in the development of the Chesapeake? 3. Analyze and compare and contrast family life in New England. Pay attention to the role of women. 4. Why did the first major slave rebellion, the Stono Rebellion, take place in the Carolinas? 5. How did the fur trade and religion shape the development of New France? 6. In what ways did conquest, religion, and geography interact in the Spanish colonies of the American Southwest? Directions: Students are to read carefully both books. Each chapter will have a set of questions/list of topics for which short answer responses will be asked to probe for understanding. Since this assignment is done on MICROSOFT WORD, the student need only to load the file on the computer and then bring it up on the computer screen where they can provide answers based upon what is asked for in the question. The goal is not to fish for a specific answer(s), but to ask the student probing questions for a critical understanding of what the questions are asking. Short analytical quotes are permissible; however, we do not want the student to copy the material directly from the book. It should be written in the student’s own voice as a summary of understanding. Chapter 1: Natives: 1. Pre-Columbian America is â€Å"fraught with controversy.† What were these conflicts? Some writers depict Pre-Columbian Americans as ecological and social saints that lived in harmony with each other and nature. However due to the mythology of European colonizers, some writers believe that the Indians were warlike savages with a primitive culture. 2. What are Taylor’s three ideas which he argues about migration? North and South America were the last continents occupied by people. Siberia to Alaska offered the readiest passage from the Old World to the New World. The period from 15,000 and 12,000 years ago was an ideal time from crossing into North America. 3. In the New World, Old world explorers encountered complex and diverse peoples. Who were these New World people? Where were they? What was left of the Hohokam was encountered by Spanish explores in the sixteenth century. These Natives lived in the hills and along the rivers in what is now southern Arizona. 4. How did some natives’ culture demand less of the environment than that of other natives? Some Natives stayed in one area which depleted the soil and wild game. Other Natives moved from place to place following their food supply. Chapter 2: Colonizers: 1. Why does Taylor makes a big issue over environmentalism? The environment worked to the European’s benefit because it gave them a whole new supply of natural resources. However, the environmental revolution worked against the native peoples and caused their population to decrease. 2. What caused the expansion of Europe—and why? The expansion of Europe was caused by the population explosion in the seventeenth and eighteenth century that was made possible by imported food plants developed by the Indians. The increase in population traveled to settle the Americas. 3. What were the two major religions of the age of expansion? How do they come to impact the new world? The two major religions were European Christianity and those of the Muslim faith. The competition between the Muslims and the Christians was about trade to Asia. By trying to find and alternate route to Asia, the Christians explored the Atlantic which ultimately led them to the discovery of the New World. 4. Why is the Atlantic Ocean such a central vital environmental concern for the colonizers? The Atlantic Ocean was much stormier and harder to navigate than the shallow seas that the Europeans were accustomed to. 5. Once across the Ocean, what were contributions of the colonizers to the New England area? The colonizers cleared the land for planting and grazing, but the biggest impact was the epidemics they brought to the native peoples that caused them to die in great numbers. 6. What does Taylor say about slavery in the new world? The colonists enslaved the people to work on sugar plantations, and the colonists justified their actions by saying that slavery would ultimately save the Indians’ souls from hell. 7. How significant was Renaissance science and technology for the colonizers? The discoveries of the New World launched new interest in science and technology which the colonists later benefitted from. Chapter 3: New Spain. Using short paragraphs, summarize Taylor’s assessment of the following: 1. Conquests: In the sixteenth century, the Spanish colonized parts of the North and South America and the Caribbean. Due to their fear of the Spanish Empire, the French, Portuguese, English, and the Dutch attempted to take some of the colonized land from the Spanish. The Spanish also raided Central America where they took slaves who told them about the riches of the Aztec Empire. The greatest advantage that the Spanish had in their conquests was the various diseases that they unintentionally passed on to the Indians. 2. Conquistadores: Conquistador expeditions were private and led by independent military contractors for profit. They usually had a license from the crown which gave the country a portion of any treasure claimed by the conquistador. The overriding trait for a conquistador was greed. Also,  conquistadores believed that anything they did was acceptable because they forced pagans to accept Christianity and Spanish rule. 3. Consolidation: The Spanish crown feared the conquistadores had too much power to rule New Spain. The crown also thought that they killed or enslaved too many Indians who might have become Christians and tax paying subjects. Eventually, many leading conquistadores died fighting each other or were forced into retirement by the crown. 4. Colonists: During the sixteenth century, about 250,000 Spanish immigrated to the Americas. People from all social classes went, but the middle classes skilled artisans dominated. Women rarely emigrated which resulted in the men taking wives among the Indians. This mixing resulted in a castas social system. 5. Empire: The center of the Spanish Empire consisted of Mexico and Peru. The American Empire was divided into two large administrative regions called viceroyalties. They were governed by a viceroy that was appointed by the king. The viceroyalty of New Spain was made of Mexico, Central America, and the Caribbean islands. Peru included all of South America except Portuguese Brazil. 6. Gold & Silver: Mexico and Peru produced a large amount of gold and silver. Between 1500 and 1650, the Spanish shipped about 181 tons of gold and 16,000 tons of silver from America to Europe. While this seemed like a good idea at first, it actually led to economic inflation. This eventually led to the decline of the Spanish military and economy during the seventeenth century. Chapter 4: â€Å"The Spanish Frontier†: 1. How and why does Florida became the focus of Spain? Florida becomes the focus of Spain because so many Spanish ships hauling royal revenue were attacked off of Florida’s coast. To combat this, the Spanish crown established a fortified colony along the Atlantic coast of Florida. 2. Spain reaches west to New Mexico—use of the Adelanto system. Who was Onate? He was the viceroy who was given the job of founding the colony of New Mexico. He founded New Mexico among the Pueblo people who he greatly exploited and eventually massacred, maimed, and enslaved. He was eventually found guilty of adultery and abusing Indians and colonists. 3. What significance can be attached to New Mexico Missions? Franciscans. By 1628, the friars had fifty missions in the Rio Grande Valley. These churches had thousands of converts. 4. What was the Pueblo Revolt, how did it begin and what happen to cause the fanaticism? After years of on and off conflict with the governors and the Franciscans, the Pueblo vented their rage by destroying missions, farms, and ranches. The Pueblos in the uprising made a special point to desecrate churches and mutilate the corpses of priests. Chapter 5: Canada & Iroquoia [a shift in geography, a new culture, and very different group of Native Americans] 1. What were the two major Native American cultural groups? How were they distinct? Algonquian and Iroquian. These two groups of Indians were distinct because of their cultures and languages. 2. The key for economic development was the fur trade of New France. Why was that so? Fur trading by the Europeans and Natives made them mutually dependent on each other. 3. How and why did trade develop? Discuss. The French traders developed alliances with the Northern Algonquians and later the Hurons of the Iroquian culture. 4. How did the fur trade operate in its widest applications Fur trading with the Indians began when the Indians exchanged furs with the colonists fishing at Newfoundland. The Indians desired shiny beads and copper, while the colonists highly valued furs. Due to overhunting in Europe, furs were scarce and very expensive. 5. Analyze and characterize The Five Nations. Who were they? The Five Nations Iroquois lived in large, fortified hilltop villages. The women farmed large fields that fed the young men so that they could go to war. They could travel long distances to launch raids against many enemies. 6. What impact did old world disease have upon new world natives? Between 1633 and 1635, smallpox and measles killed half of the Iroquois population. 7. How important was the formation and development of Dutch trade system & involvement? It led to a situation in which the Iroquois and the French needed each other as enemies in order to maintain the Dutch traders at Fort Orange. 8. In the new world the French brought the militant Jesuits to catholicize the new world. Did it work? It did not work. The Iroquois eventually killed or ran off all of the Jesuit priests and their converts. Chapter 6: Virginia: 1570-1650 1. How did English colonization differ from that of the Spanish and French? What was a later outcome of this difference? English colonization was different from the colonization of the Spanish and the French because the English colonized the mid-Atlantic seaboard. The French and Spanish believed that this area was too cool for tropical crops but too warm for the best furs. This colonization led the colonists to the discovery of the prime commodity of tobacco in 1616. Tobacco permitted an explosive growth in population, territory, and wealth. 2. How did Sir Walter Raleigh characterize the relationship between trade and power? Ralegh believed that whoever commanded trade was the lord of the world’s wealth. 3. What was the role of Roanoke? Roanoke was established because the island was buffered by dangerous shoals and long sandbanks. Because of the island’s location, the English believed that Roanoke promised obscurity from Spanish discovery and attack. 5. Who were the â€Å"sturdy beggars†? Sturdy beggars were English peasants who had been made homeless and unemployed by increased agricultural productivity and national wealth. This occurred because of a loss of common lands formally worked by the peasants. 6. Who was Powhatan? What is the character of the Native Americans in the area? Powhatan was the paramount chief of about 24,000 Indians that were divided into thirty tribes. These Indians were united by an Algonquian language. These Native Americans were distinct because of the mobile way of life and the way that they divided tasks along gender lines. 7. What was the importance of tobacco cultivation? Tobacco allowed the colonists to produce a commodity that consumers would pay high prices for in England. 7. What was the â€Å"headright† system? If a man could pay his way over on a ship to Virginia, he would be given fifty acres of land and another fifty acres for every servant or relative whose way he also paid on the ship. Chapter 7: Chesapeake Colonies: 1650-1750 1. Who were the leaders of the Chesapeake colonies? Hard-driving merchants and planters of the middle class claimed the highest offices in the Chesapeake colonies. 2. Who were the workers in the Chesapeake colonies prior to 1676? The workers in the colonies were indentured servants who were now planters  and their families. The successful planters consolidated to form large plantations which forced newly freed servants to become tenant farmers or move to the frontier. 3. What were the frustrations of freedmen, and to where did they move? The freedmen either had to become tenant farmers, or they had to move to the frontier where they later had problems with Indians. 4. Characterize Governor Berkeley. He spoke against Virginia’s economic addiction to tobacco. He felt that the people under his rule were so desperately poor that they might decide to team up with the Indians to raid the colony to better themselves. Berkeley was well liked by the wealthiest colonists, and he gave the wealthy well paying public offices as well as other perks. 5. What was his policy toward Indians? Berkeley opposed killing off the Indians because it would end the profitable deer skin trade that he and his friends enjoyed. 6. Describe the rebellion led by Nathanial Bacon. Bacon led a group of elite planters who were upset with Berkeley and a rival group of planters who resented their lack of offices and other rewards. They gained support among the common planters and servants by promising to help them. They attacked the governor and his supporters and ran them out of Jamestown in September 1676. 7. How did the British Crown respond, and what happened to Governor Berkeley? The king said the Berkeley was â€Å"an old fool†, so he sent an army to restore order in Jamestown. Governor Berkeley and his supporters were run out of Jamestown in September 1676 by the attackers. 8. How did the Chesapeake planters respond to the declining supply of white laborers? Chesapeake planters turned to African slaves to replenish servants who had become too scarce and expensive to keep. 9. What, then, did the planters do in order to keep the slaves intimidated? How did they, then, treat the common white man? The planters formed a colonial militia made up of common white men to keep the slaves from rebelling. The planters no longer feared the common white man. 9. What colonies comprised the Chesapeake group? Virginia and Maryland. Chapter 8: New England: 1600-1700 1. Compare and contrast the settlers in New England with those in the Chesapeake colonies. Both colonies were generated due to the social and economic pressures within England. Unlike the Chesapeake colonists, the New England colonists were â€Å"middling sorts†. However, the Chesapeake colonists were poor and short-lived indentured servants. 2. What colonies comprised New England? New England was compromised of Massachusetts, Connecticut, Rhode Island, and New Hampshire. 3. What was the topography of New England? New England was very cold and rocky. There were also many seaports in the New England area. 4. Who were the principal early settlers in New England? The Puritans were the first people to settle in New England. They decided to leave the Church of England and have their own way of worshipping because they did not like the monarch’s religious aspects. They also came to share and preach the gospel to those who were lost. 5. Contrast labor and land ownership in New England with that in the Chesapeake colonies. The New England colonies granted land to mean who banded together to found a town, but the Chesapeake colonies’ leaders allocated land directly to wealthy individuals. In New England, the town was a local government which was fundamental to its politics. However, the Chesapeake colonies relied of the larger county. 6. Characterize the Puritans. What was their motivation in coming to the New World? What were the principal tenets of their religion? Faith and economics aspired the Puritans to come to the New World. The Puritans were angry with their Anglican rulers, and they thought that in New England they could purify their churches, supervise one another, and enact a code of laws derived from the Bible. The Puritans also believed that New England would allow them to have a fresh economic start. 7. Describe the Great Migration. John Winthrop was the promoter of the Great Migration. It was the most significant emigration of Puritans to the New England area. The colonists in the New England territory fared much better than the Virginia colonists. 8. How did the Puritans reconcile their religion with the profit motive? The Puritans first tried to make some money. To help in keeping the people calm, the Puritans started supervising one another, purifying their churches, and making many laws. They maintained peace and order throughout their towns. 9. Why were the Puritans concerned with a: Theocracy? Education? Morality? Where they as bad as contemporary writers have alleged? The Puritans wanted a theocracy because it was the study of God and religion. They wanted to spread the word of God throughout the entire world and having a theocracy would help them in that goal. Because the Puritans always wanted growth in their towns, they always sent their children to school to learn about their colony. 9. What were the principal trades in New England? (How did the people make their money?) New England used the fishing industries as their principal trade because their soil made it hard to grow crops. The Puritans learned to  tolerate the fishermen because they made large sums of money, even though they had no morals. Timber was also a good business for the Puritans. 9. What was the economic relationship between New England and the West Indies? The New England colonists took their timber and fish to the West Indies. They would in return get molasses, tobacco, and rum for their colony. They would sometimes also get servants to work on small plantations. 11. Characterize the Bible Commonwealth. The Bible Commonwealth believed that if they did good deeds for others that in return they would receive salvation and save others. They were against worshipping idols, breaking the Sabbath, practicing magic, and blaspheming. They also believed that they were the only people that were right. 12. What was the influence of Harvard University graduates on the Puritan hierarchy? The graduates were usually very important men that influenced their society in a positive manner. These men were also ministers of England. 13. Characterize Rhode Island. How did it influence Massachusetts and Connecticut? Rhode Island did not judge people by their looks or their background. They kept their state ideas and problems completely away from their church ideas and problems. Connecticut and Massachusetts did not look highly upon Rhode Island, but they were thankful for them when M&C had problematic people. 14. Why did New England ultimately fail as a â€Å"City upon a Hill?† New England ultimately failed because the English showed no interest in their colonies. To most people in England, the Puritan experiment seemed at best strange. New England also appeared irrelevant after the triumphant restoration of the monarchy in 1660. 15. Why was there such a flap over the Witchcraft Issue? Where did it  occur? People were frequently accused of witchcraft because most people did not feel safe with strange events that occurred around them. They believed that the strange things that happened had a supernatural meaning. Witchcraft took place in almost the entire New England area, but it mainly happened in Salem, Massachusetts and Virginia. Chapter 9: Puritans and Indians 1. List several concerns Taylor discusses in this chapter about the culture and contributions of the Natives The Natives did not waste their land at all. They planted only what was necessary for them to get through the winter and summer months. While the men would be out hunting animals, the women would tend to the fields. Colonists soon took over and took the Natives’ land away. However, the Natives supplied the colonists with tools in order to make a high profit. 2. What was the issue of property? What was meant by tribute? Were the natives exploited? Why? The colonists did not like that the Natives were wasting their land. The colonists made the Natives mad by clearing out the forests which made all of their game leave. Tribute was opportunities with trade between the Indians and the colonists. Yes, because the colonists took advantage of the Natives and gave them less than what they deserved. 3. Discuss the Pequot War. What were the important elements, and what was the result? The Pequot War was the first major battle between the Indians and the English. The Pequot War started in 1636. The war occurred because the colonists wanted more land, so they told the Indians to pay them in wampum. The colonists also wanted the Native children held as hostages. Only five natives were able to survive the war because the colonists set fire to the village. 4. Discuss King Philip’s War. What were the important elements, and what was the result? What type of war did it eventually become? King Philip’s War began because the colonists hung three Natives because they had allegedly killed a praying town Indian. A civil war soon broke out with Indians due to this. Since the Indian rebels ran out of food, they either had to join to other Indians or were killed. 5. What was the deal about â€Å"praying towns?† What did it purport to do? The purpose of praying towns was to do missionary work in a safer environment. Praying towns also kept the Indians under close supervision and pressured them to change religions. The main components of Praying towns were weak and small bands of Indians. The Indians had to give up their culture to become English. 6. What ultimate end came as victory, and yet, end in defeat? The Indians destroyed the colonist’s fields and towns. They made French raids throughout the years which caused much havoc for the English. As a result, the English came back taking all their towns and bringing new people with them. Chapter 10: The West Indies 1. What is Taylor’s motivation to have us explore the West Indies in this chapter? In order for colonists to be rich, every colony had to have a good export crop to support them. The leading export crop in the West Indies was sugar. Because of the price of sugar, many men became rich off of it. Slaves were often used in sugar plantations. 2. What significance doe Taylor attach to Barbados? Discuss. The unusual thing about Barbados is that there were pigs all over the island. They estimated that thousands of wild pigs roamed around the entire island. The pigs also supported the early colonists until they destroyed their herds by wasting them. 3. What is revealing to the reader from the map of the West Indies? Today, the West Indies are still predominately English speaking countries. However, many islands were discovered by the English Empire because they controlled trade. 4. Discuss the major demand for the use of slavery, from whence did it come and who benefited? Slaves were mainly used to work in the sugar plantations. A large number of workers were needed to cultivate all of the crops. Eventually convicts and criminals were sent to work as slaves on the plantations. This was the period that African American slaves began to come to the Americas. The English tradesmen benefited from slavery. 5. Taylor boldly declares that sugar was a rich man’s crop. Why? What demand did it have outside the western hemisphere? Why the need for commercialization and hence colonization? Although there was a big profit from sugar, it cost a lot of money to grow. Many rich men started sugar plantations because they required expensive machinery, technical knowledge, precise timing, and strenuous labor. Many colonists came to the West Indies to make a profit off of sugar because the English used it to sweeten their tea. 6. Discuss the planter aristocracy. Analyze the social strata for the West Indies population. The planters aristocracy was an elite group of gentlemen that made a large amount of money off of the plantations in the West Indies. Corporations that could not make it alone were often bought out by the aristocracy, who gave them more land. The social hierocracy was divided into three parts: the planter elite, the middle class planters, and the slaves. 7. Finally, what does Taylor have to say about the importance of Jamaica? What is his central argument? The Jamaicans welcomed the people that left Barbados. The new colonists eventually produced more sugar than ever before on the island of Barbados. Jamaica also held many refugee camps for maroons who in turn helped catch runaway slaves. Chapter 11: Carolina: 1670-1760 1. Who were the initial settlers of Carolina? The initial settlers of Carolina were a group of West Indies planters. They named Carolina after King Charles II, and they formed the colony during the 1670s. The colony was later governed by eight proprietors. 2. What was the purpose for the settlement of Carolina? The purpose of the settlement of Carolina was to become a big plantation settlement. It offered many possibilities for the farmers because the land in the Carolina was very fertile. 3. Characterize the topography of Carolina. Carolina had many coastal plains that had good fertile soil. It also had rivers that provided irrigation for the crops. The swamps in the Carolina area also helped the colonists in various ways. 4. Characterize the climate of Carolina. The summers in Carolina were very long and were hot and humid. Unlike the summers, the winters were short and cold. Because the Englishmen could not stand the hot summers, they usually went away for the humid summers. 5. What was the concern about interaction between the Indians and the slaves? The colonists were worried that the slaves and Indians would join together and team up against the colonists. The colonists knew that they would be defeated because their numbers could not compare to that of the slaves and Indians. 6. How did the leadership of Carolina go about keeping the Indians and the slaves separate? If the Indians caught a runaway slave, they were promised to be given a large amount of goods by the colonists. Therefore, the Indians were constantly looking for runaway slaves to get guns, ammunition, and clothes. 7. Where was rice grown in Carolina? Rice was planted in the wet lowlands of Carolina. The colonists attempted to plant the rice in a climate that was identical to west Africa. 8. Who taught the planters how to grow rice? The slaves from west Africa taught the colonists how to grow rice. 9. How much rice was grown in the first half of the 1700s? What was the effect of this rice on the economy? During the first half of the 1700s, there was forty-five million pounds of rice grown. Rice became the second largest exported plant in Europe . 9. What was a second valuable plantation crop? The second most valuable crop was indigo. Indigo was used as blue dye in the clothing factories in England. 10. How much did this crop increase in growth between 1750 and 1760? The crop increased approximately 437,000 pounds between 1750 and 1760. 11. What was the effect of working conditions and climate on slave mortality? Many slaves were worked to death. The mortality rate increased in Carolina because the climate was much hotter than that of the West Indies. 13. What else did the imported Africans introduce to Carolina? Who was affected by this disease? The Africans brought many diseases to Carolina that the Indians had never been exposed to. Malaria was by far the worst disease that was introduced to the Indians. Carolina planters were the main people that were affected by the diseases, but the Indians were also greatly affected. 14. What was the growing fear of the planters? Since the black slaves outnumbered the white planters, they were afraid that their slaves would team up against them and make a rebellion against the whole planter elite. 15. What actions did the planters take in response to this fear? Due to this fear, the planters kept the slaves as busy as possible. The planters also adopted the West Indies slave system, so the slaves were constantly watched and had cruel punishments. 16. What became a reality near Charles Town on the Stono River, and when? A real slave rebellion began on September 9, 1739. Seven plantations were burned, and their owners were killed. 17. Who were the founders of Georgia? British imperialists and Carolina officials. 18. What role does Oglethorpe play? He led the first group of colonists to Savannah, Georgia, and he was also the leader of the Georgia Trustees who was a group of social reformers interested in Georgia. He could have been known as the leader of Georgia. 19. How was the colony financed, and what was the significance of that? The colony was primarily funded by the crown and parliament. However, charitable donations were also made by various people. Georgia was the first colony funded by British taxpayers. 20. Compare and contrast land ownership in Georgia with the other Southern colonies, especially for the purpose of increasing the number of whites willing to work and capable of bearing guns. Georgia did not accept slavery at first and rejected using black men as slaves. However, the white ethnicity was still dominated. 21. Why does Taylor have a section in which he discusses the gun trade? Indians would listen and help the white settlers control their slaves, if the white men would trade them their guns. This made it easier on the settlers. 22. Who were the Raiders and what is revealed about these groups? The Raiders were Westo Indians who spoke the Iroquoian language. They originated from the Indians around Lake Erie. The Westo Indians eventually destroyed all of the Cusabo people. 23. What good reasons does Taylor have for discussing â€Å"terror† in the territory? Many white planters were scared that the slaves would rebel and kill all of them throughout all of the colonies. The European countries would be put in debt if all of the white planters were killed. Destruction was horrible when the slaves rebelled. 24. What were the main points of Georgia governing? The main governing power of Georgia was the Georgia Trustees. The crown and parliament also governed Georgia by funding every expense they had. 25. What characteristic did the low country of Georgia and South Carolina replicate? Georgia and Carolina replicated the West Indies plantation system. They also relied on slaves to work for them in their large agricultural businesses. 26. What is Taylor’s final conclusion about this area during this century? Georgia and Carolina provided many opportunities for the settlers, whether it was a settler that got a big piece of land or a small piece of land. Chapter 12: Middle Colonies: 1600 – 1700 1. What region did the English neglect during the early 17th Century? The English neglected the area between the New England colonies and the Chesapeake Bay colonies. 2. Describe the topography and climate of the mid-Atlantic region. Compare and contrast with New England and the Chesapeake. The land in the mid-Atlantic region was fertile, unlike the rock soil of New England. There were three major rivers that provided irrigation and fish. The Chesapeake colonies were also much more sickly than the mid-Atlantic regions. 3. Who took advantage of this neglect? The Swedes and the Dutch took advantage of the neglect, and this also led them to build small colonies in the Delaware and Hudson valleys. 4. How did England react to those who took advantage? At first, the English starting protesting, but later they could do nothing about it because they were very weak compared to the Dutch. The English became very jealous of the Dutch because the Dutch were becoming very wealthy. The English rose up in power and started trying to take back the middle colonies. 5. What was the progression of colonial types (royal, proprietary, etc.)? At first, they were propriety colonies because England had lacked dues when they were established. Once the crown grew back in wealth, they were able to turn back into royal colonies 6. Describe the event and result of the English naval squadron in 1664. The English wanted respect from the colonists, so they wanted to take the New Netherlands away from the Dutch. In the end the English were successful because the Dutch had to thin their population to save both the Delaware and Hudson valleys. 7. Characterize the Dutch Empire. The people from the Dutch Empire were very smart and tactful of doing things. Most of their profits came from the sugar industry unlike the other European nations. They always took care of what they had and took care of it precisely. 8. Make a list of Dutch ( New Netherland ) contributions to the area. The Dutch built New Amsterdam which became a large seaport for trading ships. They also founded the first colonies in the middle colonies. 9. Who did the Dutch welcome that were not welcome in most European realms? The Dutch welcomed the Jews into their realm. They also welcomed many different religions that weren’t looked upon from the European people. They were the most diverse in the religious outlooks. 10. What is the significance of the phenomenon of Dutch trading companies losing money? The Dutch trading companies losing money helped them get a bigger profit than before. It also helped establish the Dutch West Indies trading company. 11. What economic advantage did Dutch shippers enjoy? Who took advantage of this? The Dutch shippers received more profit then the English ships because the Dutch charged thirty-three percent less. The English took advantage of it. 12. Describe the Navigation Acts. What was the significance of these acts? The Navigation Acts were documents that stated only English exports could sell English ships. They were also not allowed to trade or sell with any European countries. The acts began because the Dutch was charging less, so they all sold stuff to them which made the Dutch Empire more rich than the English. 13. Highlight the events between the English and New Netherlands in 1664 and 1667. English people sent war ships to conquer the New Netherlands because the Dutch were getting too powerful. After the Dutch surrendered, the English gave the garrison to Virginia. A peace treaty was then made in 1667 where the Dutch gave the New Netherlands to the English. 14. What resulted from these events with regard to the Indian nations? The English traded with the Mohawk and Iroquoian Indians, instead of the Dutch. They also increased the prices of their goods in order to make the Indians pay more. When other Indians started to attach the Mohawk and Iroquoian Indians, the English refused to help. 15. What action did the Duke of York take in 1664? What resulted from this action? The Duke of York gave the lands between the Delaware and Hudson valleys to two men. Then they sold it to two other men which were English and Scottish Quakers. The colony of New Jersey was then split in half. The Scottish Quakers ruled the east part of Jersey, while the English Quakers ruled the west part. 16. What situation was New Jersey left in? The crown reunited New Jersey in 1702 because it was not doing well. New Jersey was also not nearly as powerful economically and agriculturally as its two powerful neighboring colonies. This left New Jersey in the shadows of their great strength and achievements. 17. Who founded Pennsylvania , and why? William Penn founded Pennsylvania because he had always wanted a large colony of his own. 18. Explain the factional divide that set the older, non-Quaker settlements against the more numerous and mostly Quaker newcomers. The Non-Quakers thought the Quakers ere not a real religion and they had no right to be known as a religion. The Quakers also did not support slavery. 19. What action did Penn take when he was unable to reconcile these two regions? Penn thought that it would be best to make the Quakers a real religion by the King of England. The king made the Quakers a true religion and the non-Quakers started accepting them better. 20. What is the status of religion in the Middle Colonies? What is the status of religious dissenters? The religion in the Middle Colonies was very diverse. They also accepted every type of religion, and they did not persecute anyone who thought differently. As you read Part III, identify and take notes about the following specific details: Chapter 13: Revolutions: 1685-1730 1. Who succeeded King Charles I? Characterize his dealings with the American colonies. King James II, often known as the Duke of York, succeeded King Charles I. he often called the American colonies, â€Å"cash cows.† King James II only worried about the money the people made and not the people themselves. He thought the people should do as he said and respect the crown. 2. What action did Massachusetts take in 1678? Massachusetts stated that they thought the English laws did not reach the American colonies. The king did not like this, so he revoked their charter. He also made up all the governors in the surrounding colonies in order to have complete control. 3. Who was the governor-general? Explain what he did. The governor-general was Sir Edmund Andros. He levied taxes which made the mother country receive more money than the needy colonies. He replaced puritan officers with Anglican officers and he also made sure the Puritan clergy did not receive a salary from the crown. 4. What significant claim did the Reverend John Wise make in 1678? What was the importance of this claim? What response did Andros make to this claim? Reverend John Wise rallied a group of people to oppose the new taxes enforced by Andros. He stated since they had the same rights as Englishmen then they could not have levied taxes against them. Andros’ response was they had left English rights behind when they crossed the Atlantic Ocean. 5. What action did the Dominion take to enforce the Navigation Acts? Why was this a particular hardship on the colonists? The Dominion established a vice-admiralty court that condemned at least six merchant ships. This made some of their money useless because they could only trade with Englishmen. 6. By what name were the supporters of William, the Dutch Prince of Orange known? What did they call for? The supporters were known as Whigs. The Whigs wanted a Glorious Revolution, which meant a united group of English people had to come together. Later, the Glorious Revolution happened. Chapter 14: The Atlantic : 1700 – 1780 1. What effect did the Navigation Acts have on the Chesapeake and the West Indies ? The Navigation Act ordered that the Chesapeake and West Indies export their sugar to England. They were given bills of exchange that allowed them not to have any debt, since they exported more than they imported. 2. What effect did a growing economy have on free colonists? The free colonists were taxed less than the English and obtained a better income than those in England. They were also allowed to have a higher standard of living that their counterparts in Europe. 3. Explain the effect that a larger disposable income had on free colonists. They were able to but farms and raise livestock to support themselves. It also enabled them to build houses at a cheaper price. Since they made a little bit of extra money, they were able to live a healthier life style. 4. How many slaves did the British colonies import during the 18th Century? One and a half million slaves were imported during the eighteenth century. 5. What was the mortality rate among new slaves in the Chesapeake colonies during the early 18th Century? Since the Chesapeake colonies were fed much better and healthier than those in the West Indies, they survived longer. 6. How did the number of African-born slaves compare to the number of American-born by the mid-18th Century? The African born were still overpowering the numbers of the American born. Chapter 15: Awakenings: 1700 – 1775 1. Identify 10 facts about religion and religious establishments in the colonies 1700 – 1775. The colonist were required to attend and pay a tax to an established church in the colonies. Congregationalist sustained an especially impressive establishment in New England, except for Rhode Island, the Congregationalist had the largest denomination. Also, the New English owns enforced a Sabbath that restricted activity to the home and church, if you got caught working, playing or traveling, you got fined. 2. Describe the results of denominational reconciliation between the late 1740s and 1772. When they attracted more listeners and training ministers, they got together to celebrate their victory. They also did not care about the religious radical, so they got together. 3. Who was George Whitfield? What is his contributions? George Whitfield, a young Anglican minister, helped develop an evangelical style of preaching at differences with the church of England. He also became the first celebrity seen and heard by many colonists. He traveled and told many people about God. He helped the printing press get revolutionized by getting his stories printed. 4. Discuss Old Lights vs. New Lights—who was what? The New Lights were those people who believed in the divine grace and the Old Light were those who were against the evangelical style of preaching. The Old Lights believes in structural spiritual preaching with completely no emotions, while the New Lights believed in Whitefield’s preaching methods. Chapters 16 – 19 using the following topics Taylor discusses, outline why they are historically significant and what impact they had on colonial development. Chapter 16—French in America [1650-1750] 1. Emigrants Started going to Canada, the fur trading company district for the French. In 1673, the government wanted to save money, so they stopped which caused emigrants to stop coming. The emigrants helped develop many new towns that enriched France. 2. Geography The winters in French America were extremely long and cold. The river they had was the ST. Lawrence, which was frozen a lot of the time, so voyages were much longer. The emigrants were usually very few because of these harsh conditions. 3. Opportunity When the French lived in France, they were poor, but if they stayed in Canada, they had a higher standard of living. They would hunt game for food. The wives were treated mush better in Canada than in England. The women were able to own land or even live as nuns in convents. 4. Authority Louis XIV ruled over everyone at his house without and parliament rulers. He appointed three rival officials, a governor, a general, a civil administrator and a Catholic bishop. Although they sometimes fought, they always performed a decent job of keeping the French colonies orderly. 5. The Upper Country The Upper Country was a land full of forests and lakes. They also das a middle ground solutions that states that neither Indians nor colonists could dominate each other. They set up small refugee camps, so when the Indians were in trouble they could find a place of refuge 6. Louisiana Sieur de La Salle established Louisiana for King Louis XIV. They traded guns, ammunition and furs with the Indians. He geography of Louisiana was a very wet, swampy area with very hot summers. Colonists who lived there cared more about their slaves because they cost more than the soldiers. 7. Rebels and Allies Louisiana was split into two distinctive settlements. The first was a small plantation with settlers. The second was an immense hinterland dominated by Indians. The Natchez people decided to kill many of the settlers because they went into their territory. 8. Dependence The crown pulled upper country posts because they were so tired of losing money. The Indians depended on the French for trade, so the French got stuck with them. The French sold goods for less than the English, so they did not help the English Empire. Chapter 17—The Great Plains [1680-1800] 1. Villagers and Nomads The Villagers lived along the rivers of the southern plains. One group of villagers spoke Siouan which consisted of the Mandan, Hidatsa, Omaha and Ponca. The others were Caddoan speakers. The villagers would walk far out into the plain twice a year to hunt buffalo. The Nomads also hunted buffalo, but when they ran out they would kill their dogs and eat them. 2. The Bread Basket of the World The Bread Basket of the World was when the Villagers and Nomads would plant different foods. They would sometimes plant rice, wheat, potatoes, manioc or maire to feed themselves. They would plant a lot at one time and save it for the winter months. 3. Genizaros Genizaros were captives that worked for New Mexicans or were sent to work in the silver mines. Whenever they were taken captive, they were usually children and usually never returned home. The children worked on ranches and often suffered sexual exploitation. After 1740, the free Genizaros got together and formed small communities. Later, they obtained land and served New Mexico as border guards. 4. Horses and guns Horses first evolved in North America before spreading eastward. They became extinct in North America for some time, but they then returned to North America as domesticated animals kept by Hispanic colonists. As the Great Plains people obtained horses, they also obtained firearms. The primary reason they wanted guns were to defend their villages and raid their enemies. However, they still used bows for hunting their buffalo. 5. Texas The French traders traveled the Great Plains during the eighteenth century to seek people to trade items with. The Wichita Pawnee villagers got better firearms than the mission Indians and raided the Apache and Pueblo for captives to sell. In 1716, the Spanish built new missions in east Texas, where the Caddo people lived. 6. Comanche and Apache The Comanche were the big winners, but the Apache were aggressively catching up to the Comanche. The Comanche soon acquired horses as they moved southeast onto the southern plains. The Comanche would often raid the Apache for horses, women, children and buffalo territory. 7. Bourbon Reforms New Mexico was saved by Spanish officials during the 1770s and 1780s. The reform was very slow at first, but it progressed very quickly under the leadership of Teodoro de Croix, military commander of the northern frontier, Bernardo de Galvez, viceroy of New Spain and Juan Bautista de Anza, governor of New Mexico. 8. The Northern Plains The Northern Plains completion was between the British and French traders. It cost the British much less to get across the Northern Plains than it did the French. London merchants set up fortified trading posts on the bay’s western shore. The traders were more of a help than a threat to the colonists. Chapter 18—Imperial Wars and Crisis [1739-1775]: 1. Renewed War The British began to realize the increasing wealth and power of France. The French Empire began to grow in the West Indies because of their sugar plantations. Instead of directly attacking the French, the British attacked France’s ally, the Spanish. The British attacked Spanish shipping, ports, and islands around the Caribbean in hopes of restoring British predominance. 2. Balance of Power Both English and French imperialists recognized in North America that the Indians determined the balance of military power. Because the Indians dominated the forests between the two empires, they could obstruct the advance of their colonial enemy and destroy settlements. The Indians held the ultimate power position between the French and British. 3. Seven Years War Peace did not last long in the New World. In Nova Scotia, the British built a navy base at Halifax in 1749 to counter nearby Louisburg. Alarmed, the French built two new forts at the Bay of Fundy, which the British resented as an intrusion on their colony. The Seven Years War formed because of the French and British overacting to local aggressions. 4. Indian Rebellions The collapse of New France began a series of problems for the Indians. They could no longer play the French and the British off against one another to maintain their own independence, maximize their presents, and ensure trade competition. Most colonial traders cheated and abused Indians in pursuit of immediate profit, which ultimately led to many rebellions. 5. Imperial Crisis The Imperial Crisis was primarily about the colonists not wishing to pay taxes levied by a parliament in England in which they were not represented. This happened even though they were already taxed far less than Britain that lived in England. The tax demands of the British also happened at the same time the economy of the colonists was in a postwar depression. 6. Empire of liberty At first, the colonists wanted to remain a part of the Empire of Great Britain because they had such a good deal. Only after Great Britain began to insist on new taxes did they consider independence. The colonists did not want a war, and they thought that Great Britain would back down. After winning independence, the new Americans spread across the continent to the west as their military pushed the Indians and the Hispanics out of the way. Chapter 19—The Pacific [1760- 1820] 1. Russians The Russians came eastward across Siberia because of hunting. They traded in western Europe and eventually China in exchange for porcelain, tea, and silk. The Russian traders, known as promyshlenniki, were well armed and came in large number to intimidate the Siberian native people. The Russians also exposed the Siberians to diseases and alcohol which caused their population to be devastated. 2. Transcontinentalism The Russians continued this system of terror and forcing natives to produce skins in the Aleutians and Alaska. They wanted to set up something like the Hudson’s Bay Company in Canada, but they were not able to do so. 3. Alta California By the 1760s, the Spanish learned about the Russians being in the Aleutians Islands and were worried that they would go further south and west. They were also worried that the British would cross the Great Plains to the Pacific Ocean. Therefore, they ordered the colonization of California. 4. Crossings The Spanish failed to colonize the Alta California area to much extent because they lacked horticulture, precious metals, and adobe towns that the Spanish considered necessary for conquests and missions. The mountainous coast also provided few well-sheltered harbors for shipping. 5. Missions The Spanish thought that the California Indian cultures were stupid and insensible. They thought of the Indians as children who needed to be rescued, baptized, and converted to Catholicism. 6. Islands The Pacific Islands were not explored by the Spanish until the early sixteenth century when Magellan discovered a western route into the Pacific through the strait named for him. After this, the Spanish established a colony at Manila in the Philippines. 7. Nootka During 1778, Captain Cook sailed along the northwest coast of North America while going between Hawaii and Vancouver Island. During this time, Cook spent a month at an inlet on Vancouver Island’s west coast. This was mistakenly called Nootka by Cook. The Natives actually named this place Yuquot. This place and people were referred to as Nootka from that time on. 8. Kamehameha During the 1780s and the 1790s, Chief Kamehameha became the dominant chief of the Hawaiian islands. He defeated the chiefs of the other islands and unified Hawaii under one ruler. 9. Conclusions: What are they The Spanish lost out in North America because they were more interested in Catholic converts than establishing economic strongholds. The dominant power on the Pacific Rim became the United States. The United States also dominated from the Atlantic west to California, bought Alaska from the Russian, and absorbed Hawaii in 1898. Grading of the written assignments 1. The responses to the questions will be graded on: clarity, comprehension and understanding of the material. Each answer to the questions must be in your own words. DO NOT COPY WORD FOR WORD FROM THE READINGS!!! . 2. This assignment is worth 100 points So, there it is: Your summer assignment for AP United States History. Due Date and Submission Requirements: This assignment is due on Monday, August 8, 2011. (Of course you may submit it earlier, which I strongly suggest. Don’t wait until the last minute!!!) You MUST submit this summer assignment to Mr. Porter via email. Make sure you send the assignment as an attachment. SAVE A COPY OF YOUR EMAIL IN YOUR EMAIL SENT ITEMS FOLDER. The attachment must be in â€Å"Microsoft Word† or â€Å"PDF† format in order for me to read your work. SAVE A COPY OF THIS ASSIGNMENT ON YOUR COMPUTER!!!!! You may submit this assignment to one of two email addresses: 1. mimlog@hotmail.com (preferred) 2. tjrules1743@hotmail.com (only if first address does not work) I will reply to your email informing you it was received. If you do not hear from me within 24 hours, email me again to ensure I received your assignment. Make sure your name is stated on the email. If for some reason you are unable to email this assignment, then you may bring it to school by August 9th and a member of the office staff will put it in my mailbox (only as a last resort). Any work received without your name on it will NOT be graded and will receive in a grade of zero!!!!!! If you have any questions regarding this assignment, please email me and I’ll get back to you as soon as I can. (DON’T WAIT UNTIL AUGUST 8th!!!). I will be out of town from 6/19-6/22 and 7/07-7/18, so plan accordingly if you have any questions. FAILURE TO SUBMIT THIS ASSIGNMENT BY THE DUE DATE WILL RESULT IN A ZERO GRADE (not a good way to start off the year!) Looking forward to seeing all of you on Friday August 12th !!!!!!!! Mr. Porter

Overview of Systemic Functional Linguistics

Overview of Systemic Functional Linguistics Systemic functional linguistics is the  study of the relationship between language and its functions in social settings. Also known as  SFL, systemic functional grammar, Hallidayan linguistics, and systemic linguistics. Three strata make up the linguistic system in SFL: meaning (semantics), sound (phonology), and wording or lexicogrammar (syntax, morphology, and lexis). Systemic functional linguistics treats grammar as a meaning-making resource and insists on the interrelation of form and meaning. This study was developed in the 1960s by British  linguist  M.A.K. Halliday (b. 1925), who had been influenced by the work of the Prague School and British linguist J.R. Firth (1890-1960). Examples and Observations SL [systemic linguistics] is an avowedly functionalist approach to language, and it is arguably the functionalist approach which has been most highly developed. In contrast to most other approaches, SL explicitly attempts to combine purely structural information with overtly social factors in a single integrated description. Like other functionalist frameworks, SL is deeply concerned with the purposes of language use. Systemicists constantly ask the following questions: What is this writer (or speaker) trying to do? What linguistic devices are available to help them do it, and on what basis do they make their choices?(Robert Lawrence Trask and Peter Stockwell, Language and Linguistics: The Key Concepts. Routledge, 2007)that language use is functionalthat its function is to make meaningsthat these meanings are influenced by the social and cultural context in which they are exchangedthat the process of using language is a semiotic process, a process of making meaning by choosing.Four M ain ClaimsWhile individual scholars naturally have different research emphases or application contexts, common to all systemic linguists is an interest in language as social semiotic (Halliday 1978)how people use language with each other in accomplishing everyday social life. This interest leads systemic linguists to advance four main theoretical claims about language:These four points, that language use is functional, semantic, contextual and semiotic, can be summarized by describing the systemic approach as a functional-semantic approach to language.(Suzanne Eggins, An Introduction to Systemic Functional Linguistics, 2nd ed. Continuum, 2005) Three Kinds of Social-Functional NeedsAccording to Halliday (1975), language has developed in response to three kinds of social-functional needs. The first is to be able to construe experience in terms of what is going on around us and inside us. The second is to interact with the social world by negotiating social roles and attitudes. The third and final need is to be able to create messages with which we can package our meanings in terms of what is New or Given, and in terms of what the starting point for our message is, commonly referred to as the Theme. Halliday (1978) calls these language functions metafunctions and refers to them as ideational, interpersonal and textual respectively.Hallidays point is that any piece of language calls into play all three metafunctions simultaneously.(Peter Muntigl and Eija Ventola, Grammar: A Neglected Resource in Interaction Analysis? New Adventures in Language and Interaction, ed. by Jà ¼rgen Streeck. John Benjamins, 2010)Choice as a Basic Sy stemic Functional ConceptIn Systemic Functional Linguistics (SFL) the notion of choice is fundamental. Paradigmatic relations are regarded as primary, and this is captured descriptively by organizing the basic components of the grammar in interrelated systems of features representing the meaning potential of a language. A language is viewed as a system of systems, and the linguists task is to specify the choices involved in the process of instantiating this meaning potential in actual texts through the resources available for expression in the language. Syntagmatic relations are viewed as derived from systems by means of realization statements, which for each feature specify the formal and structural consequences of selecting that particular feature. The term choice is typically used for features and their selection, and systems are said to display choice relations. Choice relations are posited not only at the level of individual categories such as definiteness, tense and number but also at higher levels of text planning (as in, e.g., the grammar of speech functions). Halliday often stresses the importance of the notion of choice: By text . . . we understand a continuous process of semantic choice. Text is meaning and meaning is choice (Halliday, 1978b:137).(Carl Bache, Grammatical Choice and Communicative Motivation: A Radical Systemic Approach. Systemic Functional Linguistics: Exploring Choice, ed. by Lise Fontaine, Tom Bartlett, and Gerard OGrady. Cambridge University Press, 2013)