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Violence and the Socio-Political Growth of Colonial South Carolina and Georgia, 1690-1776
Georgia State University ScholarWorks @ Georgia State University History Dissertations Department of History 12-10-2018 Demons of Discord: Violence and the Socio-political Growth of Colonial South Carolina and Georgia, 1690-1776 Corrie N. Hand-Stephenson Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/history_diss Recommended Citation Hand-Stephenson, Corrie N., "Demons of Discord: Violence and the Socio-political Growth of Colonial South Carolina and Georgia, 1690-1776." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/history_diss/71 This Dissertation is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. DEMONS OF DISCORD: VIOLENCE AND THE SOCIO-POLITICAL GROWTH OF COLONIAL SOUTH CAROLINA AND GEORGIA, 1690-1776 by CORRIE HAND-STEPHENSON Under the Direction of Charles Steffen, PhD ABSTRACT Life in the colonial American south was filled with brutality and inequality. Whether it was the violence of slavery and colonial expansion or the inherent inequalities of gender relations, violence and oppression permeated nearly every facet of life. This dissertation will look critically at the development of what I am calling a culture of violence in the colonies of Georgia and South Carolina. By studying the ways in which violence effected family, social, and political interactions, my work argues that the crucible of social, racial, and political issues of these two colonies created a culture in which violence or the threat of violence permeated most human interactions. -
BORDERS and RUMORS: the GEORGIA FRONTIER in the ATLANTIC WORLD by SHANE ALAN RUNYON a DISSERTATION PRESENTED to the GRADUATE
BORDERS AND RUMORS: THE GEORGIA FRONTIER IN THE ATLANTIC WORLD By SHANE ALAN RUNYON A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Shane Alan Runyon This dissertation is dedicated to Stacy and the gatitos. Thanks for the patience. ACKNOWLEDGMENTS When I began working on this project I knew the endeavor would take time, but I never imagined how much time it would take. Despite the additional hours, weeks, and months this project would not have been completed without the assistance of my committee and colleagues. First, I would like to thank Dr. Jon Sensbach (my supervisory committee chair) for the hours he spent on this dissertation. His support and calming reassurance made this process much easier than I ever imagined. I would also like to thank committee members Bertram Wyatt-Brown, Kathleen Deagan, Murdo Macleod, and Juliana Barr. Although Dr. Deagan is probably unaware of this, the inspiration for this dissertation began when I was 18 and took a part- time job as a site interpreter on one of her many archaeological excavations in St. Augustine, Florida. The pleasure I experienced in working on the Cubo Line excavation sparked my interest in Spanish Florida. For this, I will be forever grateful. Dr. Macleod offered extremely useful advice throughout my graduate career. I am honored to have been his student and I am truly impressed with his ability to spot the misplaced comma or missing accent mark; and his ability to point out the latest research on a particular topic. -
Grade-Eight-Teacher-Notes
One Stop Shop For Educators The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to begin to grasp some basic information related to the Prehistoric Native American cultures found in Georgia, the early explorers of the state and their treatment of the native peoples, and the rationale behind the major colonial powers who laid claims to the lands of the future state of Georgia. Native American Cultures a. Describe the evolution of Native In addition to being able to identify the correct chronological order of each Prehistoric Native American cultures (Paleo, Archaic, American culture, students should understand the technological and cultural changes for each Woodland, and Mississippian) prior society. In order to help students remember the chronological order of each group, use the to European contact. -
Evidence from the Georgia Experiment
Munich Personal RePEc Archive Slavery, Path Dependence, and Development: Evidence from the Georgia Experiment Goodspeed, Tyler University of Oxford October 2015 Online at https://mpra.ub.uni-muenchen.de/67202/ MPRA Paper No. 67202, posted 21 Oct 2015 05:33 UTC Slavery, Path Dependence, and Development: Evidence from the Georgia Experiment October 2015 Tyler Beck Goodspeed* Abstract From 1735 to 1751, the Board of Trustees of the Province of Georgia imposed the only ban on slavery among the North American colonies. Exploiting the historical boundary between the 88 counties of Trustee Georgia and the 71 counties that were appended to the colony after 1751, I analyze the effects of this initial institutional difference on subsequent differences in slave dependence, land inequality, income, and poverty. I find that counties that had been covered by the initial Trustee ban subsequently had lower slave population density, fewer farms holding more than 10 slaves, and higher income and lower poverty rates today. I further find that while counties affected by the ban did not have significant differences in pre-Civil War land inequality, productivity, industrial development, or educational investment, their economic output was significantly more diversified and less reliant upon the production of cash crops. Finally, I demonstrate that controlling for pre-war output diversification significantly reduces the estimated relationship between Trusteeship and current income. Results therefore suggest that the effects of initial differences in labor institutions -
Trading Lives: Mapping the Pathways and Peoples of the Southeastern Deerskin Trade, 1732-1775
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2007 Trading lives: Mapping the pathways and peoples of the southeastern deerskin trade, 1732-1775 Robert Edward Paulett College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Paulett, Robert Edward, "Trading lives: Mapping the pathways and peoples of the southeastern deerskin trade, 1732-1775" (2007). Dissertations, Theses, and Masters Projects. Paper 1539623517. https://dx.doi.org/doi:10.21220/s2-c5z6-tt51 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. TRADING LIVES Mapping the Pathways and Peoples of the Southeastern Deerskin Trade, 1732-1775 A Dissertation Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy by Robert Edward Paulett 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements of the degree of Doctor of Philosophy c.. ... Robert Edward Paulett Approved by the Committee, March 2007 7 7 / -------* * 7 --------- Xj' "Ur- • --------------- / James P. Whittenburg, Chair -1 x James. L. Axtell Kris E. Lane HarveyJHL Jas&son Jacksonville State Urmte it Reproduced with permission of the copyright owner. -
GRADE EIGHT TEACHER NOTES REVISED 10/16/2012 Page 1 of 144 Copyright 2012 © All Rights Reserved
One Stop Shop For Educators The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to begin to grasp some basic information related to the Prehistoric Native American cultures found in Georgia, the early explorers of the state and their treatment of the native peoples, and the rationale behind the major colonial powers who laid claims to the lands of the future state of Georgia. Native American Cultures a. Describe the evolution of Native In addition to being able to identify the correct chronological order of each Prehistoric Native American cultures (Paleo, Archaic, American culture, students should understand the technological and cultural changes for each Woodland, and Mississippian) prior society. In order to help students remember the chronological order of each group, use the to European contact.