Wednesday, March 25, 2020

The Three Colonial Regions Essay Example For Students

The Three Colonial Regions Essay The Three Regions of the 13 Colonies * The number of people differed among the colony regions; the amount of land in the colonies also differed among the regions with small numbers of people on huge tracts of land. * The first European colonists didnt know how big North America was because they didnt have a map of the continent. * The three geographic regions of the 13 Colonies were the New England Colonies, the Middle Colonies, and the Southern Colonies. The New England Colonies * The four original New England Colonies were: New Hampshire, Massachusetts, Connecticut, and Rhode Island. The Environment of the New England Colonies * The climate of the New England Colonies was colder than the other two colonial regions because they were the farthest north. * The climate was a positive factor for the colonists in the New England Colonies; it prevented the spread of life-threatening diseases. * The climate was a negative factor for the colonist in the New England Colonies; the severe winters killed many people. * The geography of New England was mostly hills with rocky soil. The natural resources of the New England Colonies The natural resources of the New England Colonies included fish, whales, trees and furs. * The natural resources were more important than agricultural crops to colonists in New England because of poor, rocky soil and the short growing season. Religion in the New England Colonies * The main function of New England towns was to support the religion of the Puritans. * Religious freedom in Puritan colonies did not exist. The Puritans world view did not t olerate other religions. The Southern Colonies The Environment of the Southern Colonies The climate of the Southern Colonies was the warmest climate of the three colonial regions. * The warmer climate was a positive factor for the colonists in the Southern Colonies. They didnt worry as much about surviving cold winters. * The warmer climate was a negative factor for the colonists in the Southern Colonies; the warm, moist climate carried diseases that killed the colonists. * The geography of the Southern Colonies which had a broad, coastal plain that was hilly and covered with forests. * The natural resources of the Southern Colonies included rich farm land, forests and fish. We will write a custom essay on The Three Colonial Regions specifically for you for only $16.38 $13.9/page Order now Religion in the Middle Colonies * There was more religious freedom in the Middle Colonies than in New England. No single church or religion dominated in the Middle Colonies. Contrasts between the North and the South Agricultural Differences * The environment impacted the economy and agriculture in the New England Colonies; farming was not as important for making a living because of climate and geography. * The environment also impacted the economy and agriculture of the Southern Colonies; farming was an important way to make a living because of its climate and geography. The differences between the New England Colonies and the Southern Colonies in agriculture included the climate and geography. Agriculture influences trade * The difference between the New England Colonies and the Southern Colonies in agriculture: Southern colonists exported agricultural products and New England colonists imported agricultural products. Manufacturing Differences * The New England Colonies looked to th eir natural resources as a way to make a living; the environment forced them to look for other ways to make a living other than farming. The Southern Colonies didnt develop all their natural resources as a way to make a living; there was excellent soil for farming income, so there was no need to develop natural resources for manufacturing. The differences in manufacturing occurred between the Southern Colonies and the New England Colonies: The Southern Colonies developed their maiThe time period from around 1600 to 1740 covered the development of Britains 13 Colonies in North America. In the 13 Colonies, the early colonist’s basic needs were food, shelter and clothing. .ude6583c39e4b14cca857568113d3ff15 , .ude6583c39e4b14cca857568113d3ff15 .postImageUrl , .ude6583c39e4b14cca857568113d3ff15 .centered-text-area { min-height: 80px; position: relative; } .ude6583c39e4b14cca857568113d3ff15 , .ude6583c39e4b14cca857568113d3ff15:hover , .ude6583c39e4b14cca857568113d3ff15:visited , .ude6583c39e4b14cca857568113d3ff15:active { border:0!important; } .ude6583c39e4b14cca857568113d3ff15 .clearfix:after { content: ""; display: table; clear: both; } .ude6583c39e4b14cca857568113d3ff15 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude6583c39e4b14cca857568113d3ff15:active , .ude6583c39e4b14cca857568113d3ff15:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude6583c39e4b14cca857568113d3ff15 .centered-text-area { width: 100%; position: relative ; } .ude6583c39e4b14cca857568113d3ff15 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude6583c39e4b14cca857568113d3ff15 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude6583c39e4b14cca857568113d3ff15 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude6583c39e4b14cca857568113d3ff15:hover .ctaButton { background-color: #34495E!important; } .ude6583c39e4b14cca857568113d3ff15 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude6583c39e4b14cca857568113d3ff15 .ude6583c39e4b14cca857568113d3ff15-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude6583c39e4b14cca857568113d3ff15:after { content: ""; display: block; clear: both; } READ: Tell tale heart EssayAfter they met those basic needs, the colonists were able to gain wealth through economic activities like farming more land, making items from natural resources or through trade. Religious practices also varied greatly between the regions. ? Commercial manufacturing was done by master craftsmen and their apprentices. ? Trade moved products from the seller to the buyer. Exports were sent to another colony or country; imports came into the colony or country. ? The 3 regions of the 13 Colonies were the New England Colonies, the Southern Colonies and the Middle Colonies. Each of these regions had different geography and climate, which affected their econom ic activities of agriculture and trade. ? Natural resources of the Middle Colonies were rich farmland, timber, furs, iron ore and coal. The Southern Colonies had timber, fishing, and the richest farmland. New England Colonies had fish, whales, trees and furs. ? Religious freedom varied greatly between the 3 regions. There was no religious freedom in the Puritan Colonies of New England, in the Southern Colonies religion provided moral guidance but wasnt a great influence. The Quakers were the biggest influence in the Middle Colonies. Important dates to remember: ? From approximately 1600 to 1740, Britains 13 Colonies were founded in North America. * n natural resource, their farmland, and not much manufacturing; * The opposite occurred in New England. Economic Activities in the 13 Colonies * Some countries, besides England, that were in the British Empire were Wales, Scotland, and parts of Ireland. * Manufacturing: making things by hand or by machine. * Europeans defined natural resources as things made by nature that humans know how to use. Agriculture in the 13 Colonies Most people earned a living before and during the colonial time by farming Manufacturing in the 13 Colonies * Commercial manufacturing is a way to make goods and supplies to sell to others. * A master craftsman: a person who was skilled at making special products like wagons or rifles. * An apprentice was a young person who learned a special skill from a master craftsman. * Men got m ost of the manufacturing jobs because those were the customs and traditions of colonial society. * Besides professional skills, the master craftsman was supposed to teach the apprentice reading, writing, and math. Trade in the 13 Colonies * Traders: people who get wealth by buying items from a group of people at a low price and selling those things to other people at higher prices. * Imports: trade goods that are brought into a colony or country. * Exports: trade goods that are sent to another colony or country. Multiple perspectives on imports and exports. * Britain bought ships from the 13 Colonies for imports because things were made in the 13 Colonies and sent to Britain. * The Colonies exported ships, which mean they were made in the Colonies. Imports and a shortage of master craftsmen. The colonists imported items from Britain even though the same items were manufactured in the colonies. The skilled craftspeople could not make those products fast enough. * Credit: means being able to buy something now with a promise to pay later. * The problem that credit caused the colonists: many were always in debt. Trade and the development of colonial towns and cities * A break-in-transport is the g eographic location where goods and supplies were loaded and unloaded. * A break-in-transport came first and then a town or village would develop. The first colonial towns started along riverbanks or the ocean coast because the first European settlers traveled by water to the shores and products were imported and exported from the towns along the shores. Water for transportation. * It was easier to transport goods by water than by roads for the first colonists because products were heavy or bulky and could be transported faster, with more ease, and at a lower cost by boats. Economic Activities in the New England Colonies Agriculture of the New England Colonies * A subsistence farmer hardly raised enough food to feed their families. Many New England farmers, in order to make enough money to support their families during the non-growing season: had to find jobs in fishing, logging or trapping for fur. * Agriculture in the New England Colonies: poor soil, mountains, cold winters, and a short growing season. * Cash crops: crops or animals raised to make money. Manufacturing in the New England Colonies * Naval products: All the things needed to build and sail a ship. * England encouraged the New England shipbuilding industry: Englands forests were used up. The second important industry in New England: the alcoholic drink called rum. The Environment and Manufacturing * The New Englanders accommodated to their environment by finding other ways to make a living. Trade in the New England Colonies * The New England trade was known as a triangular trade. The trading ships followed ocean routes that formed a triangle on the world map. * For the New England colonies, manufactured products were exports because they were made there and shipped out. Economic Activities in the Middle Colonies Agriculture in the Middle Colonies The environmental factors that allowed farmers from the Middle Colonies to grow cash crops were flat land that had rich soil and a longer growing season. Agriculture in the Middle Colonies included corn, vegetables, grain, fruit and livestock. Manufacturing in the Middle Colonies * Manufacturing in the Middle Colonies included iron ore products like tools, kettles, nails and plows and huge blocks of iron to export to Britain. Trade in the Middle Colonies * Trade in the Middle Colonies included exported agricultural products and natural resources, imported European manufactured goods, but never developed triangular trade routes.

Friday, March 6, 2020

Drama shows us that those who control language dictate the events of the play Essays

Drama shows us that those who control language dictate the events of the play Essays Drama shows us that those who control language dictate the events of the play Essay Drama shows us that those who control language dictate the events of the play Essay The Tempest written by William Shakespeare and Translations written by Brian Friel both look at how those who control language can dictate events. Despite the disparity of context, both plays share many core themes and explore the importance of language and how it can be used as a means of control. Both plays show linguistic hegemony, and demonstrate how one language can take dominance and displace another and how language can be stigmatised, so that it becomes dirtied and debased. In The Tempest, Calibans original language is belittled to gabble and babble by a Eurocentric Miranda. While in Translations Lanceys snobbish attitude to the townspeople and his use of circumlocutory beaurocratic jargon exposes his personal discomfort at being with foreign civilians. Prospero is in control of language within the Tempest, he is the most educated and he also has magical powers. Throughout the play Prospero uses language to coerce characters to do what he wants; his linguistic and magical aut hority is used to dictate the events of the play. Prospero foregrounds the plays fictionality my charm the magicalism of art, and he becomes almost a scriptwriter within the play by drawing attention to the illusory nature of art. In Translations it is the colonisers who control language, however it is the townspeople who dictate the events of the play. The English use language as an act of cultural and linguistic imperialism, the Irish respond in different ways to the occupation of their homeland. Friel explores the relationship between the colonised and the colonisers; by retaliating the people of Baele Beag reassert control over their own destiny and dictate the events of the play: Hugh and Jimmy Jack use mental power, Manus and the Donnelly Twins choose physical power, whereas Owen and Maire choose reasoning power. Similarly in The Tempest, Shakespeares characters also try to regain control over the events of the play, Ariel uses reasoning power, and Caliban uses physical power and at times mental power. Throughout The Tempest, Prospero appears to be fully in control of the events of the play. He uses language to persuade the audience of this, he refers to his plans as my art and my project. An omniscient Prospero appears to have charted what will happen from the beginning of the play, he is the author of everyones destiny. In Ron Daniels production of The Tempest Prospero is portrayed as an actor-manager rather than a colonialist, so that the play becomes metatheatre. Shakespeares characterisation of Prospero, is of someone with great skill and dexterity when dealing with other characters in the play, Prospero is good at manipulating people to do what he wants, this is analogous to Translations were the English are very good at manipulating the Irish into speaking English. The language Prospero uses with Ariel is very cunning, and their duologues are very contractual. In Act One, Scene Two we see Ariel compose a mini-rebellion against Prospero, albeit a short one, Prospero quickly r eminds Ariel of the cruelty of his former master, Sycorax who had trapped Ariel in a split pine tree. Prosperos proficient use of language is emphasised Thou my slave,/ as thou reportst thyself, was then her servant Prospero uses reason to persuade Ariel that It was mine art which liberated him from the torment/To lay upon the damned. Prospero promotes himself from a coloniser to a liberator and uses linguistic power to convince Ariel. From a dramatic point of view Prosperos understanding of language convinces Ariel to remain loyal. Translations also shows how blurred the line is between coloniser and liberator. Translations is set in the 19th century, however it is very much to do with the situation in Ireland in recent times, throughout the 1980s there were violent clashes between the Republic of Ireland and Northern Ireland, British intervention was viewed as liberation by the Northern Irish but as Colonisation by the Republic of Ireland. From a modern perspective, it can be compared with the response to the Iraqi Crisis by the British public, the West has come under allot of crit icism with regard to its true intentions for invading Iraq. Friels characterisation of Hugh and Manus personal relationship can be seen as parallel to the English and Irish political relationship, Manus exploitation by Hugh reflects the political exploitation of the Irish by the English. Like the British, Hugh can be viewed as an autocratic and tyrannous. In addition Hugh also uses language to control events. Hugh is negligent teacher, he refuses to teach Maire to speak English when she asks, he simply ignores her We have been diverted- diverto. Hugh allows his personal feelings towards the English obstruct his students from fulfilling their potential, he prefers to teach them the classical languages of Latin and Greek which Maire informs him is a barrier to modern progress. This view was advocated by Daniel OConnell, whom Hugh ignorantly reduces to a little Kerry politician. Friels characterisation of Hugh of someone who is historically blinkered; he needs Dutch courage and escapism to avoid the truth. The stage directions describe Hugh prod ucing a flask of whisky Hugh then precedes to toss it back, Hugh is intoxicating himself, a parallel might be drawn to Jimmy jack who is similarly intoxicated by the classics. It can be argued therefore that Friel depicts Hugh as using language to confine his students, for language will empower people such as Maire and will give her access to all forms of knowledge. It is notable that Shakespeares depiction of Caliban towards Prospero is completely different. Prospero uses verbal abuse and invectives as form of discipline to reassert his authority, he refers to Caliban as a hag seed, a son of a witch, Prospero also uses his magical language to coerce Caliban Here comes a spirit of his, and to torment me from a dramatic point of view, Caliban is shown as powerless and defenceless in the wrath of Prosperos fury. Prospero uses language to commune with the spirits and he bidem to persecute Caliban, like in Translations language is used to control and penalize. In some productions, Caliban has been interpreted as a representation of the indigenous populations of colonised countries. In Aime Cesaires rewriting of The Tempest Une Tempete, published in 1968 amidst the Black civil rights movement known as the Negritude, we see a different spin on the play. The colonizer and the colonized can be compared to slavery, and the relationship between the slave and the master. Cesaires Prospero is shown as a slave-driving exploiter. Caliban is changed from Shakespeares ignorant savage to a black colonized native whose language and culture have been displaced by Prosperos; Ariel is even played by a mulatto so as to bridge the gap between the two. From a modern post-colonialist perspective, Prospero, the coloniser, sees the importance of language as a device used to control, for if Caliban speaks Prosperos language, effectively Prosperos can shape Caliban. In Translations, the English colonisers also use language as a device control the Irish. The introduction of free education of the English national schools shows the tactics employed by the English to transform Ireland from a predominantly Gaelic-speaking nation to an English-speaking nation. Education and language are used so that Irish history and culture would be written in English, and fundamentally shaped by the British. At the end of the The Tempest Prospero breaks the suspension of disbelief Our revels now are ended he draws attention to the fictional status of the play. Prospero renounces his power, now my charms are all oerthrown. It can be said that Prosperos loss of power empowers the audience, we see a social role reversal and the subversion of social hierarchy, this is a convention of a comedy, it is now Prospero who is confined, indicated by the use of a second person plural, and this confuses the equilibrium. From a narrative point of view the audience as a magician emerges by your spell, this completes the role reversal. In the end it is the audience who dictate the events of the play with the help of your good hands. The fact that Translations expresses Irish characters in the English language shows that translation of some kind is possible, from a modern perspective we see that a hybrid in the used of Hiberno-English this confirms Hughs view We must learn to make them our own.