DOCSLIB.ORG

Social Studies - Grade 5 Monday, May 18 – Friday, May 22

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Studies - Grade 5 Monday, May 18 – Friday, May 22 Social Studies - Grade 5 Monday, May 18 – Friday, May 22 PURPOSE Grade Level Expectation: 5.10.1 (New Material) I can explain how the events and outcome of the French and Indian War impacted the British Colonists. WATCH Monday: (Review of Learning) Focus Question: What happened during the French and Indian War? Watch the Video and read the text below the video screen: https://www.ducksters.com/history/colonial_america/french_and_indian_war.php Tuesday: (Review of Learning – Causes and New Learning - Effects) Focus Question: How did the French and Indian War effect the British and the American Colonists? Watch the video and pay special attention to the effects of the French & Indian War: https://youtu.be/GUyW5O8ip5E (NOTE: This is a teacher created video and she mentions she will discuss more in class tomorrow – please note this does not apply) Wednesday: (New Learning) Focus Question: What happened after the French and Indian War was over? View: The Royal Proclamation video: https://youtu.be/HKNTBHmWOyA Thursday: (New Learning) Focus Question: What were the Sugar, Stamp, and Quartering Acts, and why were they passed? Sugar & Stamp Act video: Watch: https://youtu.be/YjObnYk6AVY (NOTE: This is a teacher created video and she mentions she will discuss more in class tomorrow – please note this does not apply) Quartering Act: Watch: https://youtu.be/jKnN8Jg36kA PRACTICE Monday: Review of the French and Indian War: Take the short online quiz about today’s video. Quiz about the video: https://www.ducksters.com/history/colonial_america/french_and_indian_war_questions.php Tuesday: After viewing the video, please complete the T-Chart noting the causes and effects of the French and Indian War. Wednesday: Watch the Video about the Royal Proclamation made at the Treaty of Paris of 1763 when the French and Indian War ended. Complete the Cause and Effect Chart after viewing today’s video. You can use information that you learned from today’s video as well as from Monday and Tuesday’s learning. Thursday: After viewing the two videos, please complete the modified T-Chart noting the reasons for the different Acts/Laws passed by the British and how these Acts made the colonists feel and react. You can use the chart of British Acts Passed by Parliament to help you. (Screen Free) DISCUSS Monday – Friday (Screen Free) • Why was the French and Indian War fought? • How did the British Acts/Laws after the war impact the relationship between the colonists and the British government? • Why were the colonists upset after the colonial map was redrawn and the Royal Proclamation was made? • Did the British Acts passed by Parliament affect the colonists’ attitude toward the British? PRODUCT Friday: (Screen Free) Imagine you are a colonist living during this time period after the war. Write a diary entry telling about a regular day in your life in which you had British soldiers visit your house for dinner and then spend the night (uninvited of course) and tell about a time when you needed to pay a sugar or stamp tax. Explain how this made you feel. Tuesday • Watch the video and pay special attention to the effects of the French & Indian War: https://youtu.be/GUyW5O8ip5E {NOTE: This is a teacher created video and she mentions she will discuss more in class tomorrow – please note this does not apply} • After viewing the video, please complete the T-Chart noting the causes and effects of the French and Indian War. You can watch the video more than once if needed. The French and Indian War Objective: I can identify the causes and effects of the French and Indian War Causes Effects Wednesday Watch the Video https://youtu.be/HKNTBHmWOyA about the Proclamation made at the Treaty of Paris of 1763 when the French and Indian War ended. Complete the Cause and Effect Chart after viewing today’s video. You can use information that you learned from today’s video as well as from Monday and Tuesday’s learning. War costs a lot of English Colonists money (to pay for soldiers, supplies, ran out of land, weapons, etc) they want to go West French & English both claim the Ohio River Valley Native Americans & French are upset that the English colonists The new “British” land in the Ohio Valley is Proclamation of moved onto their full of unhappy Native 1763– illegal for land Americans who just British colonists to lost a war because move West they sided with the French. Thursday: • Sugar & Stamp Act video: Watch: https://youtu.be/YjObnYk6AVY (NOTE: This is a teacher created video and she mentions she will discuss more in class tomorrow – please note this does not apply) • Quartering Act: Watch: https://youtu.be/jKnN8Jg36kA • After viewing the two videos, please complete the modified T-Chart noting the reasons for the different Acts/Laws passed by the British and how these Acts made the colonists feel and react. You can use the chart of British Acts Passed by Parliament to help you. The Sugar, Stamp, and Quartering Acts Objective: To understand the reasons behind the Sugar and Stamp acts and the reaction of the American colonists to these acts passed by British Parliament. What the Act was and Why the Act Happened How Colonists Reacted Sugar Act Stamp Act Quartering Act Friday My Diary Imagine you are an American Colonist living during this time. Write a diary entry telling about a regular day in your life in which you had British soldiers visit your house for dinner and later spend the night (uninvited of course) and tell about when you needed to pay one of these taxes. Explain how this made you feel. Questions or Comments? Please send all questions and comments to: King George III St. James’s Palace London, England Remember to include a self-addressed stamped envelope and to affix tax stamps on all correspondence and both envelopes. I look forward to taxing—I mean talking to—you! British Acts Passed by Parliament on the British Colonies Sugar Act of 1764 Amended and replaced the Molasses Act of 1733; it required more duties on imports of molasses/sugar and prohibited ships from transporting commodities directly to the colonies--ships from the Caribbean had to sail to Great Britain, unload their cargo, pay a duty, reload, and then sail to the colonies. The purpose was to ensure the Navigation Acts were enforced. Stamp Act of 1765 Required the purchase of stamps to be placed on certain documents; its purpose was to raise money for Great Britain, which was the first of its kind. Colonists tolerated the trade acts because they were still earning money as well. This tax, however, was against the colonists directly. Quartering Act of 1765 Colonial assemblies had to provide housing, food, and drink to British troops stationed in their towns to decrease the cost to Great Britain. .
Load more

Recommended publications
  • An Economic History of the United States Sugar Program
    AN ECONOMIC HISTORY OF THE UNITED STATES SUGAR PROGRAM by Tyler James Wiltgen A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Applied Economics MONTANA STATE UNIVERSITY Bozeman, Montana August 2007 © COPYRIGHT by Tyler James Wiltgen 2007 All Rights Reserved ii APPROVAL of a thesis submitted by Tyler James Wiltgen This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Chair Vincent H. Smith Approved for the Department of Agricultural Economics and Economics Myles J. Watts Approved for the Division of Graduate Education Carl A. Fox iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it available to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copy is allowed for scholarly purposes, consistent with “fair use” as prescribed in U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Tyler James Wiltgen August 2007 iv ACKNOWLEDGEMENTS I am greatly indebted to Dr. Vincent Smith, my thesis committee chairman, for his guidance throughout the development of this thesis; I appreciate all of his help and support. In addition, I would like to thank the other members of the committee, Dr.
    [Show full text]
  • Sugar Act, 2020
    TI{E R:EPT'BI,IC OF UGAI{DA THE suGARAcr, 2020', PARLIAMENT LIBRARY I PO 8OX 7178, XAMPALA \ * 28APR?f;;3 * CALL NO TTIE REPUBLXC Otr UGAIIDA PARLIAMENT LIBRARY PO BOX 7178. KAMPALA * 7 8. APR ;i:I * CALL I sIcNIry my assent to the bill. t President Date of assent 3r^J Act Sugar Act 2020 TTM SUGAR ACT,2O2O. ARRANGEMENT OF SECTIONS Section Penr I-PnsLrMrNARY 1. Commencement 2. Interpretation Panr II-UcnNoe Sucen Bonno 3. Establishment of the Uganda Sugar Board 4. Composition of the Board 5. Tenure of office of members of the Board 6. Remuneration of members of the Board PARLIAMENT LIBRARY PO BOX 7178. XAMPALA Functions of the Board * 2 t f":l l*"' * 7 . Functions of the Board ACC NO: 8. Cooperation with other agencies CALL NO:... 9. Powers of the Board 10. Powers of Minister 11. Meetings of the Board and related matters 12. Committees of the Board 13. Delegation of functions of the Board Penr Itr-STAFF oF rHp Boano t4 Executive director. 15 Functions of the executive director 16 Staff of the Board Penr IV-FTNANCES 17. Funds of the Board 18. Duty to operate in accordance with the Public Finance Management Act and sound financial principles Act Sugar Act 2020 Section Pexr V-LrcENsrNc on MrI-s 19. Licensing of mills 20. Application for a licence to operate mill 21. Processing, grant or refusal of licence 22. Modification of mill or plant Pnnr VI-Sucm INousrRY AcREEMENTS 23. Sugar industry agreements Penr VII-Sucnn CeNs PRlctNc 24. Sugar cane pricing Panr VIII-NATIoNAL Sucen Rrsrancs INsrtrure 25.
    [Show full text]
  • Characterization of Volatiles in Commercial and Self-Prepared Rum Ethers and Comparison with Key Aroma Compounds of Rum
    CHARACTERIZATION OF VOLATILES IN COMMERCIAL AND SELF-PREPARED RUM ETHERS AND COMPARISON WITH KEY AROMA COMPOUNDS OF RUM BY ERIN E. BURNSIDE THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Science in Food Science and Human Nutrition with a concentration in Food Science in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Master’s Committee: Professor Keith Cadwallader Professor Nicki Engeseth Assistant Professor Youngsoo Lee Abstract Rum ether is a distillate of wood extractives, so named as a result of its purported similarity in flavor to rum; however, despite it being used widely throughout the flavor industry, no work is publicly available that delves into the aroma characteristics of rum ether or explores how they compare to those of rum. With these goals in mind, two popular rums were subjected to aroma extract dilution analysis (AEDA) in order to establish the aroma profile for typical gold or white rum. Both commercial and self-prepared samples of rum ether were then subjected to aroma analysis for comparison with these results. Ten commercial samples obtained from a number of flavor companies were analyzed by direct injection gas chromatography-olfactometry (GCO) in order to establish an understanding of traits common to most or all commercial rum ethers. These served as a guide when using scaled-down industrial methods for distillation of two rum ethers. In both, the feasibility was assessed of replacing pyroligneous acid, a traditional rum ether ingredient, with liquid smoke, one that is more widely available and safer for use in food.
    [Show full text]
  • PELLIZZARI-DISSERTATION-2020.Pdf (3.679Mb)
    A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Pellizzari, Peter. 2020. A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365752 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 A dissertation presented by Peter Pellizzari to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts May 2020 © 2020 Peter Pellizzari All rights reserved. Dissertation Advisors: Jane Kamensky and Jill Lepore Peter Pellizzari A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 Abstract The American Revolution not only marked the end of Britain’s control over thirteen rebellious colonies, but also the beginning of a division among subsequent historians that has long shaped our understanding of British America. Some historians have emphasized a continental approach and believe research should look west, toward the people that inhabited places outside the traditional “thirteen colonies” that would become the United States, such as the Gulf Coast or the Great Lakes region.
    [Show full text]
  • Ch. 3 Section 4: Life in the English Colonies Colonial Governments the English Colonies in North America All Had Their Own Governments
    Ch. 3 Section 4: Life in the English Colonies Colonial Governments The English colonies in North America all had their own governments. Each government was given power by a charter. The English monarch had ultimate authority over all of the colonies. A group of royal advisers called the Privy Council set English ​ ​ colonial policies. Colonial Governors and Legislatures Each colony had a governor who served as head of the government. Most governors were assisted by an advisory council. In royal colonies the English king or queen selected the governor and the council members. In proprietary colonies, the ​ ​ proprietors chose all of these officials. In a few colonies, such as Connecticut, the ​ ​ people elected the governor. In some colonies the people also elected representatives to help make laws and ​ ​ set policy. These officials served on assemblies. Each colonial assembly passed laws ​ ​ that had to be approved first by the advisory council and then by the governor. Established in 1619, Virginia's assembly was the first colonial legislature in ​ ​ ​ ​ North America. At first it met as a single body, but was later split into two houses. The first house was known as the Council of State. The governor's advisory council and the ​ ​ London Company selected its members. The House of Burgesses was the assembly's ​ ​ second house. The members were elected by colonists. It was the first democratically elected body in the English colonies. In New England the center of politics was the town meeting. In town meetings ​ ​ people talked about and decided on issues of local interest, such as paying for schools.
    [Show full text]
  • Teacher Guide.Qxd
    Classroom Materials developed by the New-YYork Historical Society as a companion to the exhibit Generous support provided by THE NEW-YYORK HISTORICAL SOCIETY Since its founding in 1804, the New-York Historical Society (N-YHS) has been a mainstay of cultural life in New York City and a center of historical scholarship and education. For generations, students and teachers have been able to benefit directly from the N-YHS’s mission to collect, preserve and interpret materials relevant to the history of our city, state and nation. N-YHS consistently creates opportunities to experience the nation’s history through the prism of New York. Our uniquely integrated collection of documents and objects are par- ticularly well-suited for educational purposes, not only for scholars but also for school children, teachers and the larger public. The story of New York’s rootedness in the enslavement of Africans is largely unknown to the general public. Over the next two years, the New-York Historical Society, together with the Schomburg Center for Research in Black Culture, will stage two major exhibitions, with walking tours, educational materials and programs for learners of all ages. The first of these exhibits, entitled “Slavery in New York,” explores the vital roles enslaved labor and the slave trade played in making New York one of the wealthiest cities in the world. In bringing this compelling and dramatic story to the forefront of historical inquiry, “Slavery in New York” will transform col- lective understanding of this great city’s past, present and future. The enclosed resources have been devel- oped to facilitate pre- and post-visit lessons in the classroom and provide learning experiences beyond the duration of the exhibit.
    [Show full text]
  • The Anglo-American World in the Long Eighteenth Century
    L1 – Semester 2 Introduction à la civilisation des Pays Anglophones The Anglo-American World in the Long Eighteenth Century Anne-Claire Faucquez Département d’Etudes des Pays Anglophones 2 The Anglo-American World in the Long Eighteenth Century METHODOLOGY Primary vs secondary sources Reading primary sources : An introduction Written Document Analysis Worksheet Poster and Cartoon Analysis Worksheet To comment on iconographic documents To comment on graphs and statistics Timeline of events in 17th and 18th century England and America Test your knowledge on American and British institutions Chapter 1: The religious revolution in England 1. The Reformation and the formation of Anglicanism 2. Puritanism and the diversity of Protestant branches 3. Protestantism in America Chapter 2: The evolution of political institutions 1. The Glorious Revolution 2. British politics in the 18th century 3. British society in the 18th century Chapter 3: Colonization in America 1. Who colonized North America? 2. The 13 colonies 3. The Atlantic Slave Trade Chapter 4: The road to the revolution 1. American reactions to the Glorious Revolution 2. The growth of political independence 3. The American War of Independence Course description Assessment: Presence/Participation/Homework: 30% Midterm evaluation: 30% Final exam: 40% My contact information : Email : [email protected] Blog : acfaucquez.wordpress.com 3 PRIMARY VS SECONDARY SOURCES 1. PRIMARY SOURCES = a first-hand account of a past event ▪ Historical newspapers ▪ Documentary photographs ▪ Works of art, literature, or music ▪ Eyewitness accounts or testimony ▪ Interviews ▪ Diaries, journals, or letters ▪ Statutes, laws, or regulations ▪ Speeches, legal decisions, or case law ▪ Archaeological or historical artifacts ▪ Survey research 2.
    [Show full text]
  • Sugar Regimes in Major Producing and Consuming Countries in Asia and the Pacific
    SUGAR REGIMES IN MAJOR PRODUCING AND CONSUMING COUNTRIES IN ASIA AND THE PACIFIC Mr Kaison Chang, Senior Commodity Specialist, Sugar and Beverages Group, Commodities and Trade Division, FAO. INTRODUCTION Sugar is one of the world's most important crops and one, which is of prominence to countries represented here. It has widespread implications for the earnings and well being of farm communities, as well as for consumers of this important food item. Today it is my task to briefly introduce existing sugar regimes in selected countries in Asia. Before touching on some of the salient features of individual sugar regimes, it is useful to place the Asia and Pacific region in its global context in as far as production, trade and consumption of sugar are concerned. OVERVIEW Of the nearly 128 million tonnes of sugar produced globally more than 36 percent was produced in the Asia and Pacific region with major producing countries being Australia, China, India and Thailand. In terms of trade, the region accounted for 43 percent of global exports and 29 percent of imports in 1998. The major net exporting countries were Australia, Thailand, India and Fiji and net-importing countries included China, Indonesia, Japan, Malaysia and the Republic of Korea. I would like to turn now to some of the features of individual policy in selected countries. My presentation is restricted to only a few countries due to time limitation. However, several more countries are included in the document that has been circulated. AUSTRALIA Introduction Australia's sugar industry is widely acknowledged as one of the lowest cost in the world.
    [Show full text]
  • Causes of the American Revolution
    Revolutionary War By: Kayden Hickle Table of Contents Chapter 1…. Overview Chapter 2…. Boston Tea Party Chapter 3…. Personal point of view Chapter 4…. Essay Overview Chapter 1 Do you know why the American Revolution War happened? The French and Indian War happened before American Revolution War. Britain lost a lot of money for the war and decided to tax the Colonists​ ( The Americans ) with Acts ,Tea Act, Sugar Act, Stamp Act, and Quartering Act. The colonists were mad about the Boston Massacre and decided to go on three tea carrying ships and crack open all the tea crates and dumped it all in the water. They did the Boston Tea Party dressed as Indians then that’s when all the ​Redcoats ​came and attacked the people. Paul Revere warned all the people that the “The British are coming-repeat” that was the Battle of Lexington and Concord. The British came and that is when it started. Boston Tea Party Chapter 2 Have you ever wondered why the Boston Tea Party ever happened? In 1773 the ​Colonists​ were taxed with Acts called Tea Tax, Sugar Acts, Stamp Acts, and the Quartering Acts because the British lost a lot of money ( pounds in the U.K.) from the French and Indian War. The Boston Massacre happened because the Colonists​ were still angry at ​King George III​ for taxing us. Many people died in The Boston Massacre. The Boston Tea Party occurred on 12/16/1773 ​Colonists​ were angry and we boarded the Beaver, Dartmouth, & Eleanor. The only ships that were at the Boston Harbor with tea crates and barrels.
    [Show full text]
  • The Origins and Development of the U.S. Sugar Program, 1934-1959
    The Origins and Development of the U.S. Sugar Program, 1934-1959 Richard Sicotte University of Vermont [email protected] Alan Dye Barnard College, Columbia University [email protected] Preliminary draft. Please do not cite. Paper prepared for the 14th International Economic History Conference August 21-25, 2006 1 Recent trade talks in the WTO indicate that the powerful US sugar lobby continues to be a roadblock to agricultural liberalization. It calls attention to a need for better understanding of the complex quota-based regulations that have governed the US sugar trade for so long. In 1934 the United States shifted its sugar protection policy from emphasizing the tariff to a comprehensive system of quotas. It was revised in 1937. After its suspension for much of World War II, a new Sugar Act was passed in 1948, and further revised in 1951 and 1956. It has been in almost continuous operation since 1934. This paper examines the origins and development of the Sugar Program from 1934 to 1959. Why did the United States adopt sugar quotas? What were the rules set up to implement and govern the policy? How did they function? The sugar quota was adopted after the U.S. government determined that the long-standing policy using the tariff to protect the domestic industry was failing. A principal reason was that the tariff was not raising the price of sugar because, by diminishing the imports of Cuban sugar, it was causing severe decline in wages and costs on that island. In turn, Cuban sugar was being offered at ever lower prices.
    [Show full text]
  • ? a History of Sugar Marketing Through 1974
    s- > ? A HISTORY OF SUGAR MARKETING THROUGH 1974 U. S. DEPARTMENT OF AGRICULTURE / ECONOMICS, STATISTICS, AND COOPERATIVES SERVICE AGRICULTURAL ECONOMIC REPORT NO. 382 ABSTRACT The quota system of regulating the production, importation, and marketing of sugar in the United States through 1974 was an outgrowth of Government regulation of the sugar trade dating from colonial times. Similar systems have developed in most other countries, particu- larly those which import sugar. The U.S. Sugar Quota System benefited domestic sugar pro- ducers by providing stable prices at favorable levels. These prices also encouraged the produc- tion and use of substitute sweeteners, particularly high fructose and glucose sirup and crystalline dextrose in various industries. But sugar is still the most widely used sweetener in the United States, although its dominant position is being increasingly threatened. KEYWORDS: Sugar, quota, preference, tariff, refined, raw, sweeteners, corn sweeteners. world trade. PREFACE This report was written in 1975 by Roy A. Ballinger, formerly an agricultural economist in the Economic Research Service. It supersedes A History of Sugar Marketing, AER-197, also by Ballinger, issued in February 1971 and now out of print. On January 1, 1978, three USDA agencies—the Economic Research Service, the Statistical Reporting Service, and the Farmer Cooperative Service—merged into a new organization, the Economics, Statistics, and Cooperatives Service. Washington, DC. 20250 March 1978 CONTENTS Page Summary j¡ Introduction 1 Sugar Before the Discovery of America 1 The Colonial Period in the Americas 2 Sugar from 1783 to 1864 5 Developments in the Latter 19th Century g Changes in U.S. Sugar Trade Following the Spanish-American War and During 1900-15 15 Sugar During World War I 20 Price Fluctuations and Higher Tariffs 23 Sugar Quotas Prior to World War II 32 Sugar During World War II 39 U.S.
    [Show full text]
  • Download 47.5 KB
    ASIAN DEVELOPMENT BANK TAR:FIJ 36151 TECHNICAL ASSISTANCE TO THE REPUBLIC OF THE FIJI ISLANDS FOR INTERMEDIATION OF SUGAR SECTOR RESTRUCTURING June 2002 CURRENCY EQUIVALENTS (as of 10 May 2002) Currency Unit – Fiji dollar (F$) F$1.00 = US$2.2247 US$1.00 = F$0.4495 ABBREVIATIONS ADB – Asian Development Bank FSC – Fiji Sugar Corporation GDP – gross domestic product MASLS – Ministry of Agriculture, Sugar and Land Settlement SCF – Sugar Commission of Fiji TA – technical assistance I. INTRODUCTION 1. In March 2002, an Asian Development Bank (ADB) Fact-Finding Mission visited the Fiji Islands to review the possible role of ADB in assisting the rehabilitation of the sugar industry. The Mission held in-depth discussions with relevant agencies including the Sugar Commission of Fiji (SCF);1 the offices of the Sugar Tribunal; the Fiji Sugar Corporation (FSC); and the Ministry of Agriculture, Sugar and Land Settlement (MASLS). Extensive discussions were also held with workers, farmers, and representatives of indigenous Fijian groups. Field visits were made to sugar-growing areas. 2. The Mission found that the sugar sector is on the verge of a profound transformation. The industry is facing a major restructuring and a possible significant reduction in size as it adapts to a pending loss of preferential tariffs within 6 years. At the same time, significant changes are taking place in landholding patterns as longstanding smallholder leases expire, landowners reclaim their lands, and former sugarcane growers are forced to find other sources of income. In addition, the processing infrastructure of FSC––the mainly Government-owned processing corporation––is seriously degraded, and the company is in poor financial straits.
    [Show full text]