description of the social classes in N. America btween 1600 and 1750?
151045
The natives didn't necessarily have social classes.  There was a division of labor, and people did what they were good at or born to do, but everyone contributed to the society.  There were priests or shamans or medicine men, a number of chiefs-war chiefs as one example, warriors, hunters, and the women.  No one was really higher than anyone else.
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I.Slavery in the Colonies\n\na. South Carolina and Georgia\naa. low country near the coast ideal for growing rice and indigo\nindigo - type of plant used in making a blue dye for cloth\nab. blacks made the majority of the population\nac. had more plantations with 100 slaves or more than any other area\nad. lack of interaction allowed slaves in GA & SC to preserve some of their culture\nGullah language – combination of English and African\nae. many came directly from Africa\naf. many had grown rice in Africa\nb. Virginia and Maryland\nba. lives of slaves in VA & MD differed from those in GA & SC in 4 ways:\n1. slaves in VA & MD were a minority of the pop.\n2. few slaves came to VA & MD directly from Africa\n3. slaves did different work\ngrowing tobacco not as labor intensive as rice or indigo\nslaves did other tasks\n4. slaves in VA & MD had more regular contact with European Americans\nbb. high cost of slaves led some planters to encourage their slaves to raise families\nbc. some male slaves in VA worked away from plantations as artisans or laborers\nc. New England and Middle Colonies\nca. by late 1700s, about 400,000 blacks lived in Southern Colonies\nonly about 50,000 in N. Eng. & Middle Colonies combined\nfarms were much smaller\ncb. most slaves lived in cities\n\n II.Free Blacks\n\na. free black pop. In Northern & Southern colonies did not grow significantly until after Revolutionary War\nb. some slave laws discourage people from freeing slaves\nba. owners had to get permission from the legislature\nc. law demanded that freed slaves leave a colony within six months of gaining freedom\nd. free blacks did much of the same kind of work as slaves but were probably worse off materially\ne. endured poor living conditions and more severe discrimination\n\nIII.Laws and Revolts\n\na. every colony passed its own slave laws\nb. settlers in Georgia were barred from owning slaves in 1735\nba. the ban was lifted in 1750\nc. Virginia passed its first major slave code in 1680\nca. SC in 1690, revised 1696, 1712, & 1740\nd. slaves could not go aboard ships or ferries or leave the town limits without a pass\ne. 1739, several dozen slaves near Charleston killed more than twenty whites in the Stono Rebellion\nea. burned an armory and started toward Spanish Florida were a small colony of runaway slaves lived\neb. Were captured and killed by armed planters\n\n\n IV.Diverse Colonial Economies\n\na. Southern Colonies\naa. economy based on growing staple crops\nab. tobacco exports Virginia, Maryland, and Delaware:\n1700, 32 mil. pounds\n1770, 83.8 mil. pounds\nac. African slaves supplied most of the labor\n1650, only about 500 Africans in Virginia (3% of  pop.)\n1700, enslaved Africans totaled 16,000 (28% of Pop.)\nad. Except for Charleston, SC & Williamsburg, VA the South had few cities\nb. Middle Colonies\nba. economy a mixture of farming and commerce\nbb. farm crops included grains such as wheat, barley, and rye\nbc. Populations of N.Y. & Pennsylvania ethnically diverse\nc. New England Colonies\nca. 1700s, N. Eng. Colonies consisted of small self-sufficient farms and towns dependent on long distance trade\ncb. shipping and fishing important industries\ntriangular trade -a series of indirect routes used to conduct trade between the colonies and England - the trade ultimately carried raw materials to England and manufactured goods to the colonies\n\n\n  V.Industrial Innovation in America\n\na. Eli Whitney\naa. developed idea of interchangeable parts\nab. invented the cotton gin\nb. the invention of the cotton gin had several effects\n1) profit of cotton skyrocketed\n~ in the early 1800s, cotton was America’s most profitable export\n2) southern planters began to depend solely on cotton\n3) planters looked for new lands to grow crops\n4) increased the demand for slavery\n\n   VI.The Economy of the South\n\na. while the northeast urbanized, the South remained rural\nb. less than 8% of white southerners lived in t
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http://www.timepage.org/spl/13colony.html\n\nAll of the colonies are listed one by one, withs tons of info, and extra links. Enjoy!
213664
This really depends on where and what societal class you are talking about. However in Europe, society was basically divided into three sections, known as the First, Second, and Third Estate. The First Estate consisted of the nobility. The nobility were extremely rich and had enormous political power. They oversaw the elections and appiontments of the clergy, the Second Estate. The Second Estate were also relativly wealthy but not as wealthy as the First Estate. They also had less political power and the power they did have, they vested into bidding the will of the First Estate in order to retain their power. Lastly, the Third Estate consisted of merchants, artisans, and esstentially the commoners. They were substantially less wealthy but consisted of largest portion of the population. They had little political power despite their vast numbers. Unlike the First or Second Estate, the Third Estate was subject to the most taxes and worked the longest hours.\n\nAs for life in North America, the United States had recently won their independence (1776) and the citizens were eager to assert their independence. Like in Europe, large social divisions marked the American society. At the top of society were the wealthy plantation owners. These people mainly lived in the south because thats where the most profitable crops (cotton and tobacco) grew readily. The middle class mainly lived in the North which in the early 19th century, was relativly undeveloped. At the bottom of the social order were the slaves. They had little or no independence. However, in the mid-19th, tensions between pro-slavery states in the south and anti-slavery states in the north exploded into the Civil War. During the war, the north became more and more industrialized, giving the north a comparative advantage in the war. At the end of the war, slaves were granted their freedom, but that did not mean that they moved up socially. Towards the end of the 19th centruy, the industrial revolution drastically changed the landscape of the American society. Workers were able to produce more in less time. More and more blue-collar workers began moving to the more industrialized north. They worked long tiresome hours. Minimum wage was nonexistant was were any work regulations. Child labor was heavily prevelant. However, women were not accepted into the workplace on a large scale until later in the 20th century.
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In general there were only three or four social classes in Ancient Egypt. Obviously the Pharaoh and Royal Family was the top social class. Next in line would have been the priests and other religious figures. Last but not least was the lower class of slaves and other workers. There may be other minor social classes, but those are the three that I am familiar with.
136032
Economic: efficiency. that's what it boils down to.\nSocial: the more slaves the more wealthy you were considered to be.\nGeographic: Have you ever been to the south? It's HOT AND WET AND NASTY. You certainly wouldn't want to pick cotton in that weather....so get someone else to do it for you!
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For the industrial revolution you could try putting Fred Dibnah into Yahoo search.  Also try Saltaire and Port Sunlight; villages built by industrialists at that time.
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Order. State/ Date of Admission/ Capital/ Population \n 1. Delaware /Dec. 7, 1787 /Dover/ 668,696 \n 2. Pennsylvania/ Dec. 12, 1787 /Harrisburg /11,924,710 \n 3. New Jersey /Dec. 18, 1787 /Trenton /7,748,634 \n 4. Georgia /Jan. 2, 1788/ Atlanta /6,508,419 \n 5. Connecticut /Jan. 9, 1788 /Hartford /3,295,669 \n 6. Massachusetts/ Feb. 6, 1788 /Boston /6,029,051 \n 7. Maryland /Apr. 28, 1788/ Annapolis/ 4,798,622 \n 8. South Carolina /May 23, 1788 /Columbia/ 3,505,707 \n 9. New Hampshire /June 21, 1788 /Concord /1,113,915 \n10. Virginia /June 25, 1788 /Richmond /6,216,568 \n11. New York /July 26, 1788 /Albany /18,044,505 \n12. North Carolina /Nov. 21, 1789 /Raleigh /6,657,630 \n13. Rhode Island /May 29, 1790 /Providence /1,005,984 \n14. Vermont /Mar. 4, 1791/ Montpelier/ 564,964 \n15. Kentucky /June 1, 1792 /Frankfort /3,698,969 \n16. Tennessee /June 1, 1796 /Nashville /4,896,641 \n17. Ohio/ Mar. 1, 1803 /Columbus 10,887,325 \n18. Louisiana/ Apr. 30, 1812 /Baton Rouge/ 4,238,216 \n19. Indiana /Dec. 11, 1816/ Indianapolis 5,564,228 \n20. Mississippi /Dec. 10, 1817 /Jackson /2,586,443 \n21. Illinois /Dec. 3, 1818 /Springfield /11,466,682 \n22. Alabama /Dec. 14, 1819/ Montgomery /4,062,608 \n23. Maine/ Mar. 15, 1820 /Augusta /1,233,223 \n24. Missouri /Aug. 10, 1821/ Jefferson City /5,137,804 \n25. Arkansas /June 15, 1836 /Little Rock /2,362,239 \n26. Michigan /Jan. 26, 1837 /Lansing /9,328,784 \n27. Florida /Mar. 3, 1845 /Tallahassee /13,003,362 \n28. Texas/ Dec. 29, 1845 /Austin /17,059,805 \n29. Iowa /Dec. 28, 1846 /Des Moines /2,787,424 \n30. Wisconsin /May 29, /1848 /Madison /4,906,745 \n31. California /Sept. 9, 1850 /Sacramento /29,839,250 \n32. Minnesota /May 11, 1858 /St. Paul /4,387,029 \n33. Oregon /Feb. 14, 1859 /Salem /2,853,733 \n34. Kansas /Jan. 29, 1861/ Topeka /2,485,600 \n35. West Virginia /June 20, 1863 /Charleston /1,801,625 \n36. Nevada /Oct. 31, 1864/ Carson City /1,206,152 \n37. Nebraska /Mar. 1, 1867/ Lincoln /1,584,617 \n38. Colorado /Aug. 1, 1876 /Denver /3,307,912 \n39. North Dakota /Nov. 2, 1889 /Bismarck/ 641,364 \n40. South Dakota /Nov. 2, 1889 /Pierre /699,999 \n41. Montana /Nov. 8, 1889 /Helena /803,655 \n42. Washington /Nov. 11, 1889/ Olympia/ 4,887,941 \n43. Idaho /July 3, 1890 /Boise /1,011,986 \n44. Wyoming /July 10, 1890 /Cheyenne/ 455,975 \n45. Utah /Jan. 4, 1896 /Salt Lake City /1,727,784 \n46. Oklahoma /Nov. 16, 1907 /Oklahoma City /3,157,604 \n47. New Mexico /Jan. 6, 1912 /Santa Fe /1,521,779 \n48. Arizona /Feb. 14, 1912 /Phoenix /3,677,985 \n49. Alaska /Jan. 3, 1959 /Juneau /551,947 \n50. Hawaii /Aug. 21, 1959/ Honolulu /1,115,274 \n      District of Columbia    / 609,909 \n      Total Population 249,632,692-
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Check out the Williamsburg website. They have very good information on a wide variety of occupations common during the Colonial period.\n\nhttp://history.org/Almanack/life/trades/tradehdr.cfm
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Medieval Guilds were centered on trades mostly. So you could try the merchants guild. They were very strong in advocating their rights as to the privileges of the middle class. Especially when it came to not only ownership of land but also the ability to determine their own destiny.
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By early Americans are you referring to colonists or native Americans?\nEither way,the child could research living shelters ( cabins/ wigwams, teepees, cliff dwellings etc.).  Also, how about checking out games and toys of the kids of those times?  What did they eat?  How did they learn? What did they wear? What were 8/9 year olds like in those days? That might appeal to a third grader.\nCheck out the library for interesting, age appropriate books.  Elizabeth Levy has written some interesting and humorous books about that time period.( My favorite is Our Awesome Ancient Ancestors ) . Another good book is  If You Lived in Colonial Times  by Ann  McGovern.  The Cobblestone History magazines have lots of information  about a lot of topics. If your student is a girl, she could learn how to do simple embroidery for a sampler.  Good luck.
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http://en.wikipedia.org/wiki/Elizabethan_era
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yes, i know alot about henvy VIII, like the previous answerer, i suggest you go and get a book and read all about it.\n\njust to get you started a bit...\n\nin henrys time people were often beheaded for minor crimes.\n\nsocial class difference includes things like eating roast swan and whole pigs for an evening meal for the upper classes and for the lower classes there was maybe some bread and whatever seasonal vegetable or game/meat was available.\n\nedward the 6th came after edward the 5th and was he the one who was really sickly?  or was that another one?.....you'll have to find out yourself dude!
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This sounds too much like someone's homework!\n\nThe period is far to wide to narrow down any of the categories you want info in.  Perhaps you should actually look it up in some books - you know, actually do some research!
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Ok, to summarize:\n\n1) Working Class: fewer jobs in rural areas, more in the cities, urban congestion results in higher rents, poorer standards of living, disease more easily spread.\n2) Middle Class: benefits the most, higher standards of living, greater social respectablility as income increases.\n3) Aristocracy: less control of cultural norms as middle class becomes much more prominent, loss of rural tenants and farmers as working class moves to the cities.\n\nThere is alot more to this, but this is what I remember off the top of my head. Hope it helps.
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Hello - very interesting question. What kind of course is the paper for? Just curious. 10 pages should be absolutely no prob. \n\nYou could try Paul Fussell, "Class" (a painfully accurate guide through the American status system), 1983, for a humorous take on the topic. A bit dated, but still worth the read. There's a bibliography on Wikipedia, http://en.wikipedia.org/wiki/Social_Class_in_American_History#20th_Century\nAs to gay marriage: You might be able to make something out of the recent vote on some proposals on gay marriage bans during the mid-term elections (e.g. Arizona). I'm sure there're statistics to be found.\n\nSome unasked advice (feel free to ignore it): Don't spread out too much, focus on one or two aspects, especially if you only have 10 pages; possibly give an outlook on other stuff you believe to be relevant at the end. Also, strictly scientifically speaking, it's a bit sus to set out to refute an assumption. You rather examine it and then varify it or show it to be erroneous according to your findings - anything else would be biased.\nHope this helps - good luck with your paper, I'd be interested to hear what you come up with. Cheers, Martin
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These are very common subjects. You may consider doing research or checking class notes. For lack of that,\nthere was a big burst of industry after the civil war. Things became more advanced. More people moved to the United States and of course, emancipation of slaves had a great effect on the diversity of the population. Maybe these facts can help you to understand what sort of development you're looking for?\n\nSorry I couldn't be more helpful!