Social changes in the south during reconstruction,yoga mat exercises,secret life of walter mitty release date dvd - Downloads 2016

The bad living conditions in the towns can be traced to lack of good brick, the absence of building codes, and the lack of machinery for public sanitation. The factory owners’ tendency to regard labourers as commodities and not as a group of human beings. This lesson is designed to give students an introduction and an understanding of the conditions of the different social classes in the Antebellum South. The middle class were tradesmen, merchants, shopkeepers, physicians and attorneys, and could easily earn a living during prosperous economic times.
Independent farmers owned small farms which they worked themselves with the aid of family members. Free African Americans usually had a particular skill, such as carpentry, or a talent, such as music making. Enslaved African Americans were an unpaid labor source who were bought and sold and considered the property of their white masters.
3-4.1 Compare the conditions of daily life for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the free and the enslaved African Americans.
8-3.6 Compare the effects of the Civil War on daily life in South Carolina, including the experiences of plantation owners, women, Confederate and Union soldiers, African Americans, and children.
Students will compare and contrast characteristics of varying social classes during the Civil War.
Students will discuss the positive or negative impact of each of these characteristics on the daily life of each class.
Students will make inferences and draw conclusions regarding the different lifestyles by completing Venn diagram.
Select questions from the photograph analysis sheet that are appropriate for your students.
Use the background information that you prepared to teach students about the different social classes of different South Carolinians during the Civil War. Project the primary resource document on the interactive white board, or pass out copies of the picture to the small groups of students. Research photographs for the other social classes listed in the “Historical Background” above.  Photographs may be found online by searching through the Digital Collections site or at SCDL’s (see links below).
To see other collections that may be helpful to your search, visit the Digital Collections homepage  or visit SCDL’s collections.
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. This website relates to the essential question of how movements in fashion and women impacted the greater society by talking about the overall social changes during the 20's. We will be provided with an authorization token (please note: passwords are not shared with us) and will sync your accounts for you. Social influences, like what other people think of us, play a big role in the way we feel and act.
Knowing that adolescents can feel differently to adults in social situations can help us understand how teenagers make decisions. The seesaw model can help explain why different people make different choices by highlighting the value of social outcomes in decision making. Scientists have begun to link these changes in thinking and behavior to changes occurring in the adolescent brain. An example of sentences designed to make a participant feel a little bit guilty, which is a social emotion. Studies like this have found that specific brain areas are involved in the social part of feeling emotions, and that this changes during adolescence. These four areas of the brain (highlighted in different colors) are involved in understanding the thoughts, feelings, and intentions of others.
Adolescence is a time of opportunity for learning new skills and forging an adult identity. BOLD signal ↑ a measurement of how much blood is being sent to a brain area, used to determine brain activity by functional MRI.
Cortical gray matter ↑ a type of brain tissue found on the outer-most layer of your brain. Magnetic Resonance Imaging (MRI) ↑ a technology that allows us to safely image body parts (like the brain) in living creatures (like humans). Risk perception ↑ the ability to know whether something good or bad is likely to happen as a result of an action. Self-consciousness ↑ the awareness of oneself, and how other people might think about you.
I am a children's doctor and became fascinated by how the teenage brain develops after spending lots of time speaking to young people who I met in hospital. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). Historic events may impact these classes differently and so these classes may have different perspectives on historic events.
The elite owned 20 or more slaves and attained their wealth from the cultivation and sale of the cash crops, cotton and rice. They were most likely to live in cities and towns and had some political and social influence in their neighborhoods. Some independent farmers owned a few slaves but worked side by side with them in the fields. Slaves were allowed few personal freedoms and had to carry a pass issued by their master to travel from one plantation to another.

She will introduce the students to the elite class who lived in South Carolina during the Antebellum period by projecting a primary resource document showing the two classes.
Briefly model how students should compare and contrast using a Venn Diagram by completing one item for the class and one with the class. During prohibition, when alcohol was illegal, speakeasies were created as a place where people could go and consume alcohol without getting caught by the authorities. This means that you will not need to remember your user name and password in the future and you will be able to login with the account you choose to sync, with the click of a button. It is commonly defined as starting around puberty and ending when an individual has developed an independent, stable role in society.
Scientists from around the world have shown that adolescents are particularly sensitive to their social environment. If you were the participant playing the game, your hand would be shown at the bottom center of the screen, and the other two players are shown above.
Our actions, and the ways in which we choose to behave, are the result of a constant stream of decisions we are making. We know that the brain is changing both in its function (how it processes information) and its physical structure (or anatomy). While adolescents and adults can feel and describe these emotions equally well, there is a different pattern of brain activity when they do so. We can do this using another kind of MRI called structural MRI, which visualizes the structures that make up the brain. We now have a body of scientific evidence demonstrating that the adolescent brain is continuing to develop. MRI can help us study both the structure of different body parts and the way they work (function).
I am particularly interested in how we navigate the social environment during the teenage years. I am particularly interested in knowing how hormone levels in our bodies affect brain development in adolescence, and in trying to work out what makes all of our brains develop differently.
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Although the elite had lived only along the coast in colonial times, by the antebellum period they lived in the midlands and the upstate as well. Some were allowed to keep a portion of the money they earned from being hired out which they saved to buy their freedom.
Many enslaved African Americans were born and died on the same plantation where they lived in one- room slave cabins under the strict supervision of their masters. Ask the students to refer to the chart to complete a Venn Diagram comparing the two social classes. Social life becomes more complex during adolescence, and the teenage years are the period when we hone our skills for navigating the social world.
To make these decisions, we have to take all the information we have that is relevant and weigh up whether it is a good idea to act or not.
For example, even though we understand the extensive health risks of smoking, the social outcomes of smoking are variable. Using this model might make it easier to understand why teenagers (and children and adults!) make risky decisions. A number of studies have explored what is happening in the brain when we try to understand the thoughts, feelings, and intentions of others. For example, you only feel guilty or embarrassed when you understand how someone else might be thinking about you; guilt and embarrassment are therefore social emotions.
Some areas generate more activity in adolescents and others generate more activity in adults. Different parts of the brain contain different amounts of water, which is made up of hydrogen atoms and oxygen atoms. The graphs show how gray matter volume is changing across age (x-axis) in percentages (y-axis).
This ongoing change, particularly in areas of the brain involved in understanding other people, might indicate that adolescence is a time when our brains are especially sensitive to social learning and experiences. I have always wanted to learn to play the piano, and this year have finally had my first lesson. I am also interested in how the brain matures to enable cognitive control – a collection of brain processes that guide thought and behavior to achieve our goals or plans.
The children of the elite were often educated by private tutors or at private schools in South Carolina and abroad. Children of the middle class were taught to read and write and might pursue a profession like their fathers. The majority of farming in the state, especially in the upstate, was done by independent farmers.
Others had been given their freedom by a master for some special deed or service, although this became much less likely (and illegal) after the slave revolt of the early 1830’s. Others were sold upon the death of their masters, when they were disobedient or when the master needed extra cash. Gangsters controlled the underground bootlegging businesses and controlled the major cities by evading the authorities and providing the booze for the night clubs. Ancient humans experienced adolescence and Aristotle (384–322 BCE) was one of the first to record and comment on the changes in the way people think and behave during this period.
For example, many adolescents care about the opinions (both good and bad!) of their peers or friends, sometimes even more than about those of family members.

Socially, smoking can lead to peer acceptance and popularity, but can also lead to social stigma and disapproval, depending on the attitudes and opinions of your group of friends and your family (see Figure 2). These studies use a technology called Magnetic Resonance Imaging (MRI), which allows us to see what is happening in the living human brain. And within adolescence, some of the brain changes associated with social emotions relate to other developmental processes like puberty. When these atoms are put in a large magnetic field like the one produced by the MRI scanner, they emit characteristic energy patterns, depending on which structure they are a part of. Perhaps the abilities that emerge during adolescence enhance social signals or allow them to be more easily integrated into other processes. The elite had greater political power and influence in the state because of their wealth and social standing and made laws that protected their interests, especially their interests in slavery. Children of the lower class were uneducated as there were no public schools and their parents were also uneducated and needed the children to work.
As independent farmers were more successful in growing cash crops and became more prosperous, they bought more slaves and increased their social and political standing. We know that the areas of the brain involved in understanding other people and predicting their actions are undergoing changes during adolescence.
Characteristic behaviors of adolescence, such as heightened self-consciousness, novelty seeking, risk taking, and spending more time with friends, are all fundamental to the successful transition into adulthood. One way to measure how sensitive we are to the opinions and actions of others is by measuring how bad we feel after being excluded from a multiplayer game.
Social outcomes vary between individuals and can be the reason that the decision-making seesaw tips one way or another, changing the decisions we make and the way we act in different socials contexts. One MRI technique, functional MRI, uses powerful magnetic fields to detect the level of blood flow in the different regions of the brain.
We do not know why this changing pattern of brain activity occurs during adolescence, but these studies provide clear evidence that the brain is still developing. The scanner detects these differences, and uses them to construct a 3D image of the scanned area of the body. If this is the case, then the complexities of the adolescent environment, and the opportunities available to young people, may have a significant impact on how young people's brains are shaped. Slaves, including women and children worked from sun-up to sun-down in the fields or in the master’s house.
As a result, this might be a period when we are more sensitive to signals from the people around us and the events in our social lives. Older children and adolescents can perceive just as well as adults whether something good or bad is likely to happen as a result of an action, a process called risk perception. Areas activated during an activity need more oxygen to help them work, and this oxygen is transported around the body in red blood cells. A study from our lab looked at the brains of a large group of children, adolescents, and adults aged 7–30 [4]. By smoking, drinking, and using slang, the flappers tried to change to gender roles that all women should be at home.
Functional MRI measures how much blood is being sent to an area of the brain to determine whether that area is activated during an activity. The physical structure that we measured is called cortical gray matter volume, which is an approximate measure of the brain cells and their connections, as well as supporting cells found on the outer-most layer of your brain (the cortex). It was illegal for slaves and their children to learn to read and write because such knowledge might allow them to escape their masters. Flappers went to speakeasies and became more scandalous in attempts to have the women ideals as more independent and daring. Figure 1 shows an example animation of what it would look like to be excluded in the cyberball game.
We found that these social brain areas continue to develop structurally throughout adolescence, before relatively stabilizing in the early twenties (see Figure 4).
The children of freed African Americans might be taught to read and write at home but there were no public schools provided for them. When adolescents are excluded by other players in this game, they report feeling worse and more anxious than adults (although adults do not like being excluded either) [1]. Adolescents tend to rate potential rewards as very high, which may make the perceived benefits (good outcomes) outweigh the perceived risk (bad outcomes). In other words, the structure of these social brain areas is still changing between childhood and adulthood.
Although free African Americans in the South had more economic opportunity than free African Americans who lived in the North because of their special skills, they did not have political or social equality with other Southerners. Jazz music became a popular style of music during this time and this lead to changes in how some African Americans were viewed, it was mostly African Americans who began the Jazz Era. Jazz also, further, led to social changes for women because women began to dance at speakeasies. The Charleston, names from Charleston, South Carolina, became a popular dance move for women and men during this time.

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