Part -1:
Unit III PowerPoint Presentation
Choose one major economic act enforced against the colonies by the British Crown prior to war, and cover the following:
Describe the role, reason, and impact of the act on the colonies.
Identify the arguments for/against the act by persons in the colonies.
Identify major actions by the colonies in reaction to your selected act.
How did this act increase or decrease fears of an overbearing central government?
What was the nature of the colonial government under crown authority?
Answer and defend your perspective on the following: "Was this particular act an inevitable catalyst for the eventual war?"
Your presentation should meet the following requirements:
must have a minimum of 12 slides, not including title or reference slides;
must have a maximum six pictures total-focus needs to be on content;
must include a title page identifying your chosen act;
must include at least one selection from a CSU Online Library database, such as the American History and Life database that is used as research of the event and views of the time; and
must include citations throughout, and a reference page at the end identifying any sources used per 6th edition APA format.
For the assignment please use the stamp act in the attachments retrieved from the csu library
Part -2:
Unit III Journal Assignment
Within this unit, you were placed within the time frame of 1750s to 1780s. Imagine that you were living during this time and you, or a family member if you wish, have enlisted in the Colonial Army. What is the general reaction of your family to this decision? Are you (or the enlisted) a part of any special population, region, minority, or other distinction? How does your population, region, minority, or other distinction impact your experience and morale? Will the family stay at home or follow the camp?
Your journal assignment will need to be a minimum one page in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations per 6th edition APA format.
Discussions about the importance of studying history, this unit will introduce the act and importance of academic research both as part of, and outside of, the curriculum. Research can often be misrepresented by the image of aged scholars trudging through drafty libraries in search of dusty, forgotten tomes; this is far from an accurate assessment of research in modern times and with today's technology. Every day most Americans engage in some form of in-depth research, whether they realize it or not; social media, search engines, and the convenient online encyclopedia are among the most commonly accessed and utilized websites throughout the world-used properly, these can each be considered a form of research today. The important skills for our needs, however, are how to identify the differences between sound and less than reputable sources in an academic atmosphere, how to access those resources, and how to properly use them.
Learning Outcomes
Upon completion of this unit, students should be able to:
1. Identify the rifts that developed between the European powers and their American colonies.
1.2 Identify the growing colonial tensions in the wake of increased taxation by the crown.
2. Explain the impact foreign and local governments had on the evolution of American government.
3.1 Identify the nature of colonial government under crown authority.
3.2 Discuss the fears associated with an overbearing central government.
4. Analyze the impact foreign aggression had on American civilian morale.
4.1 Describe the implications of the financial acts forced upon the colonies by the crown.
4.2 Identify the violent and nonviolent reactions to the crown's authority on the brink of war.
Henry Speech transcript
Founded in 1722 in the City of Boston, known as the Old North Church but officially named Christ Church, is Boston's oldest surviving church building and one of its most visited historical sites. Nestled in Boston's historic North End, it today wears two hats: as one of America's oldest continually used religious sites and a landmark of the Patriot revolt against the English Crown.
Its steeple, the original being secured only a year before the chapel's official opening, measures 191 feet and is an essential landmark of the North End. Tall enough to serve as a beacon for the harbor, this height would be essential for what is arguably the near three century-old building. On the eve of April 18th, 1775, several pro-rebel riders waited anxiously for a series of lantern signals. Knowing that the recent aggression by these home rule advocates had prompted likely retaliation from King George III, it was their job to warn the Patriot leaders in neighboring Lexington and Concord of the time and method of approach.
Henry Wadsworth Longfellow's poem, "Paul Revere's Ride," describes the night with great drama and fanfare. "One if by land, two if by sea, and I on the opposite side shall be, ready to ride and sound the alarm..." which was an alert to prepare and raise defenses for the eventual "shot heard around the world" in the opening moments of the war at the Battles of Lexington and Concord.
Today, the North End's favorite son and its religious focal point are forever linked. Prominently presented on the same campus in Boston's historic North End is a statue of Paul Revere, providing a direct connection to the notable artist, silversmith, propagandist, and Patriot. As a child of 15, Revere would work at the church as a bell-ringer, and his neighboring ancestral home is now an adjacent museum. The statue, constructed by Cyrus Edwin Dallin, depicts the famous "Midnight Ride," but like the church, it is important to also remember his more steady contributions to the Patriot effort. His most famous work would arguably be as a propagandist, with his heavily biased illustration of the Boston Massacre. This image, which would be printed and spread throughout the colonies, today is among the most notable artifacts from the time.
Attachment:- Assignment.rar