Affective individualism is an alleged process that occurred in industrialized countries in the 1700s, though its existence remains controversial.
The theory argues that, up to that point, the extended family and the wider community represented very strong ties for people, which made the nuclear family a smaller role in emotional fulfillment. This meant that marriages and procreation were often instrumental.
However, with the rise of affective individualism, families started to change in several ways:
- The nuclear family became more important, and the centre of family life.
- Having children became less instrumental an more driven by affective reasons.
- Marriages were more and more commonly based on love, as opposed to convenience.
- Sex became more important as a source of pleasure, and not only as an instrument for reproduction.
It is also argued that these changes, which for the most part accompanied industrialization, helped the development of capitalism.
Answer:
In the summer, Cherokee homes were open to the air; in the winter, they were round buildings with strong walls built of daub, a grass and clay mixture. Wattle, a type of bark and branches, was used to make the roofing. Wigwams fashioned of sapling frames and covered in bark or mats made of grasses and reeds were the houses of the Catawba people. In their communities, council houses were present, where decisions were taken. Yemassee people spent the summer months in wigwams made of palmetto leaves on the seashore. They lived in wattle and daub homes like the Cherokee with a roof made of palmetto leaves during the fall, winter, and spring in Yemassee homes farther inland.
Explanation:
Answer:
Native American and US Relations
Contemporary Native Americans have a unique relationship with the United States because they may be members of nations, tribes, or bands with sovereignty and treaty rights.
Day 1:
Today, I went to school. I woke up when the rooster awoke me, and I first did all my chores. Afterwards, I had breakfast and walked to school. The teacher made us copy some words on our slates, and spell them out loud. Everyone did really well. For lunch, I went to the river with my friends. The teacher did not assign homework, and we got to go home early.
Day 2:
Today my chores were more difficult, because we are beginning to get ready for winter. At school, the teacher made us memorize some poems, and I was asked to help the smaller children with the words they did not know. I also stayed after school to help the teacher clean the classroom.
Day 3:
Today was Friday, which meant that we would study science. Therefore, we went to the river, and we looked at the fish and the other animals that lived there. The teacher then sat us on a circle in the forest and she talked to us about how all nature is connected. We then had lunch and came back to the classroom. Once in class, we wrote a paragraph about winter, and then we went home.
