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. 1. c. The Continental Army achieved much-needed victories in the Battles of Trenton and Princeton. 2. b. The American victory at Saratoga helped convince the French to sign a military alliance with the United States. 3. 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