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Social differences between the north and the south
Relationship between the north and the south essay
Social differences between the north and the south
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North and South
The first two reading selections for Economics 344 make some notable observations about the growth and development of budding economies. In Engerman and Sokoloff’s chapter entitled “Factor Endowments, Institutions, and Differential Paths of Growth Among New World Economies,” the authors compare the economic growth levels of the North American colonies to those of Latin American colonies. Then, in “Tracking the Economic Divergence of the North and the South,” Peter Coclanis notes the different economic paths taken by these two distinct regions of the United States. Overall, these two essays are similar in nature – they make similar comparisons across two regions using similar criteria. The readings, however, differ drastically in their subject matter and in the scope of the comparisons.
In the first reading, Stanley Engerman and Kenneth Sokoloff attempt to explain what factors contributed to the different levels of economic development between the North American colonies and the Latin American colonies. They hypothesize that the United States and Canada were able to sustain economic growth due to factor endowments that were superior to those of Central and South America. Endowments such as climate, soil, and density of the native population, they say, predisposed certain colonies to accomplishing economic growth. Institutions and government policies such as land policies and trade regulations were also significant determining factors, but less so than factor endowments. After comparing the prosperous colonies to the less prosperous, the authors then briefly state differences within the United States colonies as far as economic growth is concerned. Numerous differences in the economic patterns of the North and the South are pointed out – indeed, in many ways the South resembled those colonies that became less successful. Despite these distinctions, in the end, the authors conclude that overall, “the South’s economy was a unique case and ultimately realized a record of growth more like those of the northern United States or Canada.”
The second piece compares the patterns of economic growth experienced by the North and the South. Coclanis points out numerous variations in the economies of the two regions from the seventeenth century and forward two hundred years. The factor endowments are noted here as well, while political factors play less of a role. Overall, the author concludes that the economic divergence of the North and South was quite large, and the differences most definitely outweigh the similarities.
The two readings share both remarkable similarities as well as sharp differences.
...arate societies by the time of the 1700's. Agriculture, motive, people, religion, and terrain are all factors that affected how they grew apart. However, it is also through the actions of the men and woman who settled in the regions and the choices they made that led to the development of two societies. The Chesapeake region became a society of money-driven, wealthy plantation owners, virtually no middle class workers, and those in extreme poverty. The New England colonies, in contrast, developed into a society of middle class family men who placed extreme emphasis on religion. The two societies in what would become one nation may have had effects on America in the future. The dispute over slavery, the imbalance of workers, and the class differences cause rifts between the two regions over time. Two radically different cultures cannot coincide in harmony forever.
In “Two Years Are Better than Four”, Liz Addison argues against Rick Perlstein’s article “What’s the Matter With College?”. While Perlstein questions the value of college as it currently is, Addison argues that the “community college system is America’s hidden public service gem”(Addison 257). By way of that, she defends the value of college. Unsurprisingly, as with most situations, the truth is somewhere in between ends of a spectrum created by these two articles. While I agree with Addison’s idea of community college being an accessible starting point for everyone, she fails to appropriately represent the unique culture often found in these types of colleges. Also, I think that she also fails to look at the overall purpose of attending school and then neglects to acknowledge the benefits of a four year university.
It seems important to understand the similarities of the colonial regions in order to comprehend the implications they had. By comparing the Middle Colonies and New England, and by contrasting the future North to the South, it becomes relatively easy to draw patterns.
Spark notes, (2011). The North and South Diverge. Retrieved on October 12, 2011 from http://www.sparknotes.com/testprep/books/sat2/history/chapter9section3.rhtml
The American colonies new England ,middle and southern colonies were very similar but different.The New England, Middle, and Southern Colonies grew differently over the period on 1619-1760. The three sets of colonies will prove that they were all different. There is hugely different between each other and style to lived. Such as, economics and agriculture.In this essay,
In the years leading up to the American Revolution, important economic changes took place within the colonies as their economies transitioned from the previous subsistence farming and subsistence living type of economies into true consumer economies. (Devore, Lecture #3.) This shift toward a true consumerism society in the colonies, also known as Anglicizing the colonies, began to make the colonies more uniform and began to bring the colonies together into more of a cohesive unit. (Devore, ...
Murray believes that students should receive a liberal education, yet they should not have to wait until college to do so (Murray 225). Murray states that a person should not be forced to obtain a college-level liberal education, simply because they are capable of doing so (Murray 228). On higher education, Murray says, “A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so.” (Murray 228). Regardless of the fact that a person fits the criteria enabling them to pursue a college degree, does not necessarily mean that they should, if they are not interested. It is more logical to teach students extensively before the time of college, instead of leaving out information and forcing them to attend a school (Murray 225). However, Addison disagrees with this ideology, and believes that a college education is essential to growing up.
Margaret Hale in Elizabeth Gaskell’s novel North and South exemplifies the new type of woman a mid-nineteenth century woman should emulate. The contemporary woman is capable of balancing being a dutiful, generous, just woman while also satisfying her own passion, intellect, and moral activity. England needs women that can manifest their innate ability to sympathize with a capacity to change and adapt. The progressive world will require the modern woman to redefine the norms of social life.
Many causes fueling America's need to expand and acquire new lands existed. One of the reasons was Americans were experiencing "a large birthrate increase due to immigration. And because agriculture provided the primary economic structure, large f...
The population of the North consisted of forward thinking individuals. They realized that a change had to be made from agriculture to industry if they were to prosper and for them to use free labor to accomplish prosperity would be to take a step backwards. This ushered in an small and early Industrial Revolution. Factories and mills that produced finished goods sprung up all over the Northern United States along major waterways. These factories produced fabric, iron, machinery, weapons. Raw materials such as cotton was bought from the South and then sold back to them in the form of clothes. Iron workers made iron railroad ties for the growing railroads across the country. More machinery was being built than ever before. These machines were able to multiply the work that could be accomplished. These industries drew in people from rural areas because they were paying for work. As more people came, they settled around the factori...
The essay starts off with Murray saying of course more people be encouraged to go to college then countering with a yes and no to the question. He agrees that yes getting a education is important but majority of people are going for what they should have learned years before reaching the college level. The way people see college as a way to be success doesn't sit well with him as he gives many reasons to why this is false. The statement "college is seen as a open sesame to a good job and desirable way for adolescents to transition to adulthood." proves this point. He argues that yes getting a education is important but it's not always the best way. The hypothetical example involving a student choosing to go college for business or becoming a electrician. Then giving a example of why he would be probably be better off becoming the electrician rather than going to college to do something he may not be as successful as he could've been if he worked as a electrician helps prove his point. Murray continues to argue that the view about college is flawed that many are better off looking for better options rather than following the crowd and going to college.
One facet of this unique system involved the numerous economic differences between England and the colonies. The English government subscribed to the economic theory of mercantilism, which demanded that the individual subordinate his economic activity to the interests of the state (Text, 49). In order to promote mercantilism in all her colonies, Great Britain passed the Navigation Acts in 1651, which controlled the output of British holdings by subsidizing. Under the Navigation Acts, each holding was assigned a product, and the Crown dictated the quantity to be produced. The West Indies, for example, were assigned sugar production and any other colony exporting sugar would face stiff penalties (Text, 50). This was done in order to ensure the economic prosperity of King Charles II, but it also served to restrict economic freedom. The geographical layout of the American colonies made mercantilism impractical there. The cit...
Throughout the years, America has always debated whether education is needed- if it helps people succeed or not. The argument in the past was always over high school education, which is now mandatory. That decision has helped the US rise economically and industrially. Today, the US is in the middle of the same debate- this time, over college. Some, like David Leonhardt, a columnist for the business section of The New York Times, think a college education creates success in any job. Others, such as Christopher Beha, an author and assistant editor of Harper’s Magazine, believe that some college “education” (like that of for-profit schools) is a waste of time, and can even be harmful to students. Each stance on this argument has truth to it, and there is no simple answer to this rising issue in an ever changing nation full of unique people. Any final decision would affect the United States in all factions- especially economically and socially. However, despite the many arguments against college, there is overwhelming proof that college is good for all students, academically or not.
The economy in the south grew exponentially after reconstruction or, during the “New South” period. During this time the South became more industrialized and operations tha...
1) Introduction: This paper will explain how America’s agriculture was developed and what roles were played to establish settlement.