US History I Unit 2 Challenge 2

US History I Unit 2 Challenge 2 My name is Benjamin Wallace. I live in Boston, Massachusetts, in the year 1790. Nearing my sixtieth year, I ama printer and newspaperman by trade. I was today interviewed by a young man curious about history. Our conversation turned to the French and Indian War. As I was a young man when it happened, I recounted how, in an attempt to reduce colonial smuggling, the British had lowered taxes on a valuable import. I found myself quite indignant as I recalled the aftermath of that war. The speaker is referring to the (A) Sugar Act when he explains what the British did to reduce the illegal importation of goods by the colonies in the immediate aftermath of the French and Indian War. Once I started talking, it was difficult to stop. I continued to fill the young man’s ears with the actions of Parliament and the King against our colonies after their victory over the French. I remembered well the chaos and uncertainty that engulfed our lives. The end of the French and Indian War marked a turning point for colonial relations with the British Empire. Choose Yes if the action contributed to instability in the colonies after the war. Choose No if it did not. = Correct Answer = Incorrect Answer Both Native Americans and British colonists considered the other an enemy that must be vanquished. ● Smugglers who had previously operated with some freedom were now tried by a jury of their peers. ● The British government determined the colonists should help pay for their own protection. ● The young fellow, Henry, had supper with my wife and me. We continued our conversation into the night. I finally begged off to bed but agreed to meet with him again. He is writing a book, and I feel honored to provide this information. Today I have found some documents that Henry can use in his research. I was quite politically active during that time of my life, and I have written many accounts of our trials with and protests against the British Empire. In particular, I found a court transcript and sworn testimony of the constitutional argument we were making. “I and representatives from eight other colonial legislatures met in New York in 1765 to reach an agreement as to whether Parliament had the authority to (A) impose taxes without representation . We were known as the (B) Stamp Act Congress , and our consensus was no.” Henry and I are tracing the chronology of events now. I recounted the many town meetings I had attended as we colonists attempted to form responses to the new demands of the British Empire. I also described our joy at the repeal of the Stamp Act and how that joy was short-lived because of what followed. Henry asked about political writing at the time. I responded that there were a great many publications that reflected the growing unease of many colonists. I explained that along with protests and boycotts, tempers were running high. Choose two colonial responses to the Townshend Acts that differed from protests regarding the Stamp Act. Today Henry and I took a long walk to Boston Harbor. I recalled that by the 1600s nearly all imports to the colonies arrived through the waters of Boston Harbor. Henry, continually taking notes, asked about the Boston Tea Party. I was obliged to tell him that I had witnessed the act firsthand. He stopped short and regarded me with wide eyes. Then, briskly, he continued with his questioning. All of the following statements describe a consequence of the Boston Tea Party EXCEPT . As we began our stroll back, I became lost in thought, remembering the idealism and zeal of my younger self. It must be a factor of aging that we look back on our youthful actions with a bit of yearning. Henry interrupted my ruminations with a question about other organizations and protests against the British. I had already described several forms of resistance colonists had devised and practiced during the years of the Stamp and Townshend Acts. I suddenly remembered another. Committees of Correspondence helped to coordinate colonial resistance to the (A) Tea Act by organizing groups in (B) port cities Worn out from our long walk, I again retired early and sent Henry on his way. I had agreed to a final conversation the following morning, although the topic – taxation – felt a bit dry to me after our conversations about rebellion. Henry wanted to discuss virtual and actual representation, as these were topics of debate following the colonial protests that the Stamp Act violated our right to representation in Parliament. All in all, our talks have reawakened a passion in me. I have begun to think I might write my own book. Choose the statement that best summarizes the key argument the British used to defend virtual representation. ● Parliament had a right to impose taxes on the colonists without representation, as a demonstration of their legislative authority. ● Only representatives for whom British citizens directly voted had the legal authority to impose taxes on their purchases and property. ● Any laws or taxes that the colonies passed to govern or tax themselves were invalid, if they ran counter to laws and taxes imposed by Parliament. ● All British citizens, no matter where they resided, were represented in Parliament even if they had no voice in electing their representatives. ● Colonists in North America were not entitled to the same rights, privileges, and liberties of British citizens living within the borders of Great Britain. ● Colonists were entitled to have elected representatives in the House of Commons, if Parliament imposed taxes on colonists. And so I have begun my book. Its focus will be the events that led up to the Revolutionary War. I have already listed the Parliamentary acts and colonial reactions that I believe are of utmost importance. Now I must verify the dates and begin to build a narrative that will hold the reader’s interest. I feel that I am now engaging in my life’s work, and I am quite satisfied that this history shall be recorded by one who lived it. Select the option that that places the events leading up to revolution in the correct sequence. Historians have used the first hand accounts of individuals such as George Hewes to gain perspective on how ordinary Americans experienced (A) the Revolution . These accounts are considered (B) primary sources