Changes in the Land Essay Example

Changes in the Land Essay Example Changes in the Land Essay Changes in the Land Essay Changes in the Land William Croon There were many differences between the Colonists of New England and the natives that dwelled there in 1600. Among these many differences three stood out to be of the most importance. The Indians developed a life in which they moved with the seasons, they followed the food that was easiest to obtain in that season and environment. The English on the other hand were accustomed to a life which was more stationary, their agriculture was based upon raising crops and domestic animals in a household like production unit, which was contained within fixed property boundaries and was linked to a commercial market. Speaking of a commercial market the most important difference between the Natives and Colonists was the idea of land as a commodity. During the entire colonization of the new world the English constantly referred to the ecosystem as something they could convert to capital. It is hasty to say the Indians did not trade between villages; they did so for different reasons. In most cases village Sachem used trade as a way of obtaining aspect or allies, not necessarily for obtaining wealth. The third and final difference between the Indians and colonists was their idea of property. Each Native village hunted, fished, trapped, and planted in the lands that they had for generations, if another village wished to use their land they would negotiate certain suffuses rights to which that village could use the land. The Natives owned very little, most personal items and tools where shared amongst the village. To understand the ways in which the Indians of New England lived their lives one just understand that not all Indian villages practiced the same traditions. The Natives in northern New England did not plant crops and solely hunted and gathered to stay alive. The Indians of the north were vastly different from the colonists in one fashion: they did not store any food for the winter. This sounds irrational but to the Natives this was a normal practice, By keeping population densities low, the food scarcities of winter guaranteed the abundance of spring, and contributed to the overall stability of human relationships to the ecosystem (p. 0). The choice to not save food for the winter, however controversial it was to the English, created that very copiousness that impressed the English so much. The Natives who inhabited the south took a different approach to providing sustenance, their main staple was grain, approximately one half to two thirds of the southern diet was made up of grain the rest was filled by hunting and fishing. The southerners had a not-so-orthodox method of farming through the eyes of the English. The Indians where known to plant many different seeds on the same field. Croon wrote, Cornstalks served as beanpoles, squashes sent their tendrils everywhere, and the entire surface of the field became a dense tangle of food plants (p. 44). This was confusing and disorderly to a people accustomed to monoculture fields like the English. Filling a field with different plants creates a very high yield per year, lowers weed growth, and preserves the soils moisture. Not only does it accomplish all these things, consuming beans and One of the principal differences between the lives of the Natives and that of the Colonists is the idea of moving with the seasons versus staying stationary, Croon described this conflict beautifully, But whereas Indian villages moved from habitat to habitat to find maximum abundance through minimal work, and so reduce their impact on the land, the English believed in and required permanent settlements (p. 54). Once a town was established, the English proceeded to improve the land, buildings, fences, pastures etc, English immobility was to replace Indian mobility. This was the center of conflict between the two cultures and how they interact with he ecosystem in which they coincide. More than anything else, it was the treatment of land and property as commodities traded at market that distinguished English conceptions of ownership from Indian ones (p. 75). In 1600 New England, most, if not all Indians practiced subsistent farming this means they only produced as much as they needed, the natives where not lucratively farming or attempting to make a profit off their hunts, they were simply producing enough to survive and in doing that they were preserving their environments. Early English settlers also imitated this practice, but s the colonists gradually became comfortable, they started to strip the land of all things valuable and profitable. The English did not want to live with the land as the Indians did; they wished to gain income from it. The word property would most likely be a foreign word to a Native, Goods were owned because they were useful, they could easily be given away Yet all things, (so long as they last), are used in common amongst them [Native Americans] (p. 61), this means that the Indians were never very attached to any property or thing, they only pet things when they needed them. Thus, the Natives and the Colonists where polar opposites in that regard, the English where obsessed with goods and properties, they hoarded them. Most English believed in closed off personal things, where the Indians believed in communal properties where allies could use them as they needed them. The methods in which these two cultures interacted with each other and their ecosystem; may it be their views on mobility versus fixity, property, or the use of their environment, it is exceedingly evident that they are tremendously different in most ways.

ESL Lesson Plan - Present Perfect Simple and Continuous

ESL Lesson Plan - Present Perfect Simple and Continuous Students often confuse the present perfect and present perfect continuous. This lesson employs an imaginary biography to get students asking questions and speaking about completed accomplishments (present perfect) and duration of activity (present perfect continuous). The main difference between the present perfect and present perfect continuous that students need to acquire is the difference between the amount of time the current activity has been in progress, and the amount of activity that has been done. In the first case, we use the present perfect continuous to express how long the current activity has been going on. In the second case, use the present perfect to express how many or how much has been accomplished. These guides on how to teach the present perfect continuous and how to teach the present perfect can help with further exercises and teaching suggestions. Aim Correct use of present perfect and present perfect continuous, contrasted with simple past Activity Use of an imaginary chart of life events to elicit questions and answers using both the present perfect and present perfect continuous, as well as the simple past Level Intermediate Outline Review the present perfect and present perfect continuous with the class. Focus on the difference between present perfect to express an amount finished up to the present moment (Ive read three books by Hemingway), and the present perfect continuous to express the duration of the current activity (Shes been reading for three hours).Ask students to take a look at the sentences in exercise 1 and decide if they are correct or incorrect.Make a point of discussing the use of BOTH the present perfect and present perfect continuous with common verbs such as live, work, play, drive, etc.Ask students to read the life chart of John Anderson.Have students pair up and use the question cues. Ask students to use the present perfect continuous when asking about the duration of an activity.To check if students are doing the activity correctly, ask the students to write out the questions once they have finished. John Anderson: VIP 0Born 1954 6Started school 12Started magazine delivery service 13Started playing tennis 15Hired four other boys for magazine delivery service 17Sold magazine delivery service for $20,000 17Went to Harvard Business School 18Won New York State tennis championship 19Started Supersoft software company with roommate 20Sold Supersoft for $400,000 21Graduated with honors from Harvard 22Received Masters of International Business from Yale 23Started work for Brown and Bran Inc. in New York City 25Married first wife, Josine 26First son born, Josh 26Promoted to Vice President of International Sales 27Won New York Business Clubs International Businessman Award 28Left Brown and Bran Inc. 28Started New Media Associates Inc. in New York City 29Divorced Josie 30Won New Business Innovation award 31Met and married second wife, Angela 32Second son, Philip, born 33Won over-thiry tennis tournament of New York City