US History I Unit 2 Challenge 3.

US History I Unit 2 Challenge 3. US History I Unit 2 Challenge 3. As re-enactors at the national park,” the director Warren began, you’ll have to know history. During this three-week training period, we’ll have daily classes and this binder,” he hefted a large volume in one hand, “will be your lifeline.” Charlie and Audrey carried their training binders with them when the group broke for lunch. “So much to learn,” murmured Audrey, thumbing through the contents. “I wonder if three weeks is long enough.” “It would help if we knew our assignments,” grumbled Charlie. “That way, we could get a focus.” “But if we don’t know the context of what we’re reenacting, we might not come off as genuine.” “I suppose that’s true,” said Charlie. “Where do we start?” “On the path to revolution,” said Audrey. “The first Continental Congress?” Choose the action by the First Continental Congress that did NOT signal a growing colonial resistance to British rule. In the afternoon, after a seminar on the Battles of Lexington and Concord, Warren directed the new employees to examine two images in their manuals. These images were made by printmaker Amos Doolittle in 1775.“Based on what you’ve just learned about these two battles,” Warren instructed, “I want you to consider how the colonial resistance and the British soldiers are presented in these images. What are possible reasons Doolittle chose to portray these characters in the way that he did?" By using the five Ws, a historian would consider all of the following EXCEPT when evaluating these images as primary sources. Audrey and Charlie walked to the parking lot together after the day’s session. “I guess I’ll be studying tonight,” sighed Charlie. “I think it’s going to be fun,” enthused Audrey. “Aren’t you excited to be learning so much?” “I just wanted to get dressed up and play a part,” admitted Charlie. “I didn’t know I had to take a history course.” “See you tomorrow,” laughed Audrey. “If I were you, I’d start with those political documents.” Common Sense, a pamphlet published in 1776 and written by (A) Thomas Paine , was widely sold and distributed throughout the colonies. It called for colonists to reject the King and adopt (B) republicanism as a form of government, one based on (C) popular sovereignty The next day the new employees learned whether they would play the part of a loyalist or a patriot. Both Charlie and Audrey were pleased with their assignments. In the afternoon, they watched a video of a reenactment from the previous year. Charlie’s enthusiasm returned as he eyed the uniforms and weaponry of the actors. “Now that’s what I’m talking about,” he whispered to Audrey. Rank the motives that influenced whether a person was a Loyalist or a Patriot. = Correct Answer = Incorrect Answer There was an exam scheduled for later in the week. Charlie and Audrey met for dinner the night before to study for it. Over soup and salad, the two discussed what they’d been learning. Charlie studied his notes and compared them with Audrey’s. Because they would both be involved in scenes depicting the United States War for Independence, they first concentrated on the battles and other events that took place. Beginning with the earliest, sequence these major battles and events during the Revolutionary War. c. The Continental Army achieved much-needed victories in the Battles of Trenton and Princeton. b. The American victory at Saratoga helped convince the French to sign a military alliance with the United States. a. The British surrendered at Yorktown, Virginia, to a combined force of French and American troops. a. The British surrendered at Yorktown, Virginia, to a combined force of French and American troops. b. The American victory at Saratoga helped convince the French to sign a military alliance with the United States. c. The Continental Army achieved much-needed victories in the Battles of Trenton and Princeton. As the week progressed, the pool of new employees decreased by half. Warren reported this was typical and that to be an employee of the park, one had to be passionate about the work. “It’s not as simple as putting on a costume,” he admonished. Audrey nudged Charlie and Charlie smiled sheepishly back. Later that day, the remaining trainees practiced playing a character. They were given roles, props, and lines. The trainees lined up and awaited their cues. Match the key figure from the American Revolution with his identifying statement. George Washington D William Howe B Marquis de Lafayette A A. “I arrived in America as a volunteer, but was soon promoted to an officer’s position in the Continental Army.” B. “I was a British general who easily defeated Washington’s army in the Battle of Long Island.” C. “I was in command of the military government in Charleston after the Americans' largest loss of the war.” D. “I was appointed Commander-in-Chief of the Continental Army. “ The following day, the group discussed the role of France in the United States War for Independence. Charlie distracted Audrey with his very bad French until she shushed him, and he withdrew, a little hurt. Over lunch they reconciled while practicing some new lines in English with a French accent. As they laughed at themselves and their horrid pronunciations, they realized they were becoming good friends. Based on the alliance with France during the War for Independence, classify the statements as "true" or "false." = Correct Answer = Incorrect Answer true false Following the French, Spain and the Dutch Republic also began to support the revolutionaries. ● A French fleet defeated a British naval force, which prevented a sea escape for Charles Cornwallis. ● The French played only a minor role in the British defeat at the Siege of Yorktown. ● The final few days of the training sessions were about placing the American Revolution in a larger world context. Warren explained that this was important to authenticity as well. “It's important to know,” he continued, “that the United States, France, and Haiti all issued declarations in the late 1700s and early 1800s that addressed a natural equality among men." “I have to admit,” Charlie whispered to Audrey, “that I’m really learning a lot.” Audrey nodded. “I didn't know that France and Haiti had revolutions around Enlightenment ideas." “I knew that,” said Charlie. “I’ve always said that the Enlightenment changed the thinking of, um, the French and the Haitians.” Audrey laughed and punched his shoulder, “You’re full of it.” Select two quotations from the American, French, or Haitian declarations that do NOT reflect the Enlightenment idea of natural equality that Warren referred to. Charlie and Audrey met at a coffee shop to tackle a series of primary source documents that would be the focus of their last seminar. After reading selections written by Noah Webster, Benjamin Banneker, Judith Sargent Murray, and a group of New Yorkers opposed to indentured servitude, the two began to discuss the struggle to apply the idea that “all men are created equal” from the Declaration of Independence. Charlie reached under the table and squeezed Audrey’s hand. She looked surprised, but after a moment she squeezed his back. “The notion of liberty,” she said, blushing slightly, “let’s start there.” But Sir how pitiable is it to reflect, that altho you were so fully convinced of the benevolence of the Father of mankind, and of his equal and impartial distribution of those rights and privileges which he had conferred upon them, that you should at the Same time counteract his mercies, in detaining by fraud and violence so numerous a part of my brethren under groaning captivity and cruel oppression . . . The excerpt, which engages with the principles of liberty and equality associated with the American Revolution, most likely represents the viewpoint of a(n) . Determine whether each statement is True or False. = Correct Answer = Incorrect Answer True False Having an understanding of the context will allow Charlie to be a better historical reenactor. ● "Context" refers to the age and political beliefs of Charlie's subject. ● Historical thinking skills apply only to primary and secondary sources. ●