Economic history of the United States - Wikipedia
This is a piece on history of women in the United States since , and of the Thirteen The roles of women were long ignored in textbooks and popular histories. .. Salem was the beginning, but it was quickly followed by witchcraft scares in 24 Women and Electoral Politics in Illinois, () online review. US History: American Stories, Beginnings to is a middle school U.S. History program that matches content rigor and richness with accessibility for all. The beginnings of agriculture in America. Add this to your Mendeley library Report an error Genre. Book Subjects. Agriculture, History, United States.
Unlike English colonial wives, German and Dutch wives owned their own clothes and other items and were also given the ability to write wills disposing of the property brought into the marriage.
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The first English people to arrive in America were the members of the Roanoke Colony who came to North Carolina in Julywith 17 women, 91 men, and 9 boys as the founding colonists. On August 18,Virginia Dare was born; she was the first English child born in the territory of the United States. Women in 17th-century New England and History of New England The New England regional economy grew rapidly in the 17th century, thanks to heavy immigration, high birth rates, low death rates, and an abundance of inexpensive farmland.
Between andabout 20, Puritans arrived, settling mostly near Boston; after fewer than fifty immigrants a year arrived. The average size of a completed family — was 7.
About 27 percent of the population comprised men between 16 and 60 years old. The growing population led to shortages of good farm land on which young families could establish themselves; one result was to delay marriage, and another was to move to new lands further west. In the towns and cities, there was strong entrepreneurship, and a steady increase in the specialization of labor.History of the United States Volume 1: Colonial Period - FULL Audio Book
Wages for men went up steadily before ; new occupations were opening for women, including weaving, teaching, and tailoring. The region bordered New Francewhich used Indian warriors to attack outlying villages. Women were sometimes captured.
In the numerous French and Indian Wars the British government poured money in to purchase supplies, build roads and pay colonial soldiers. The coastal ports began to specialize in fishing, international trade and shipbuilding—and after in whaling.
Combined with a growing urban markets for farm products, these factors allowed the economy to flourish despite the lack of technological innovation.
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It was optional and some towns proved reluctant. Northampton, Massachusetts, for example, was a late adopter because it had many rich families who dominated the political and social structures and they did not want to pay taxes to aid poor families. Northampton assessed taxes on all households, rather than only on those with children, and used the funds to support a grammar school to prepare boys for college. Not until after did Northampton educate girls with public money.
In contrast, the town of Sutton, Massachusetts, was diverse in terms of social leadership and religion at an early point in its history. Sutton paid for its schools by means of taxes on households with children only, thereby creating an active constituency in favor of universal education for both boys and girls. The book also does a great job of presenting the United States within a global framework.
This begins right from the start, as the American colonies are examined within the context of European power struggles, and the creation of racialized chattel slavery is presented as the result of political and religious struggles among European nations, and with the Middle East and Africa. This excellent global context continues with Southern struggles during the Civil War linked to the English decision to purchase cotton from India rather than engage with a rebellious nation, and in the chapter on World War Two, which does a much better job than most texts of explaining the road to war in Germany and Italy.
Two places where the historical record seems oddly confined to the United States are the various sections on labor movements and on immigration in the lateth and earlyth centuries.
Although the book does a good job of examining the many branches of labor politics in the United States including the Communist Party's support of civil rightsI was surprised that it did not contextualize these struggles by discussing similar movements in Germany, Italy, and England.
Indeed, clearer references to Karl Marx's writings as a whole would be helpful, especially given the lack of knowledge so many students have about Communism and other forms of Leftist politics. Similarly, the sections on immigration do a great job of explaining what life was like for people once they came to the United States, and how their cultural traditions impacted the United States in early 20th-century America.
But students so often assume that people made this journey for "a better life" or strictly for economic purposes that it would help to make clear the war and discriminatory policies in Ireland, Italy, Russia, and the Ottoman Empire that informed people's decisions. I really appreciated the last two chapters, which look at recent history, especially since it is often so difficult to teach. I often find that historical patterns are not yet obvious, but these chapters do a great job of identifying some of the connections back to major themes, particularly how September 11 set into motion many current challenges, and the entire section on "New Century, Old Disputes.
The connections that the book makes between several themes are particularly well done. An explanation of how corruption and neglect in Gilded Age-politics led to demands for reform during the Progressive Era, for instance, really helps students understand how change occurs, while the G. Bill is presented not only as a catalyst for a growing middle class in post-World War Two America, but as a means of systematically reinforcing racial segregation by working with racially-discriminatory banks, insurance offices, and school admissions departments.
Although the HOLC and FHA should also be mentioned to let students know how the Federal government ensured racially-segregated housing patterns, these connections, along with a look at how Japanese Americans re-entered society after being forced into internment camps during the war, really help students see the limits of democracy during this period. There are a few particular areas that do need clarification or revision, however.
Woodrow Wilson receives a fairly traditional treatment as a "liberal" president whose "enlightenment" led him to support the suffrage movement and global democracy, while his entrenched racism and sexism is overlooked.
A few characterizations of Henry Ford are also inaccurate, although I may be particularly sensitive to this, being from Detroit, and often teaching Urban Studies classes.
Not all workers received five dollars a day--the process for approval was actually strenuous and intrusive--and black and white workers were almost never paid equal wages. Finally, Ford only implemented fair working hours because the AFL had fought for this for years, and he did not want workers to unionize.
The chapter on advertising, for instance, explains how "access to products became more important than access to the means of production," which draws students in while simultaneously explaining a massive shift in how people related to the economy. One of my favourite sections in the entire book as well as the accompanying primary source website link is about Yuppie culture in the s.
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It engages students who are currently intrigued by the fashion and culture of this time period, but is not so self-aware that it becomes dated. The summary indicating how Reaganomics hurt many vulnerable people while allowing yuppies to prosper puts this cool and fun examination into broader and more crucial historical perspective. The only caveat here is that a few of the links connect to articles that, while timely now, could become dated in the future.
But since this is an open text, instructors could link to new articles if they so choose. Students do not necessarily remember the information they read about in prior weeks, or are able to see how one thing leads to or causes another.
I love how this structure not only reminds students of what they have previously read, but shows how history does not occur in a vacuum, and that flow exists from week to week, and year to year. This is how I try to structure my classes, asking students for context at the start and end of each session, so it is ideal that the book is set up this way.