SOL Identification # VS.

5: The student will demonstrate knowledge of the role of Virginia in the American Revolution by: Description of SOL: b) identifying the various roles played by whites including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette Name and Email address of Author: Greg McMurrer mcmurrgr@dukes.jmu.edu ______________________________________________________________________________ Part 1: Content Essay The success of the American colonies in the Revolutionary War was a result of significant contributions by both men and women. Political representatives and ordinary citizens alike contributed to the revolutionary atmosphere of a nation that sought for freedom, equality, and independence. Colonists were outraged by Englands attempts at generating additional revenue and control over the colonies through mandates such as the Townshend Acts, Sugar Act, and the Stamp Act. There were also some individuals in the colonies, known as loyalists, who remained dedicated to the rule of King George III and England. Many patriots believed that since they did not have any form of representation in the British Parliament, it was unjust to be taxed by England. Revolutionary spirit was carried even further through efforts by rebel organizations such as the Sons of Liberty, who established committees of correspondence between different regions to develop strong colonial unity (American Revolution, 2013). The collaborative interactions among active representatives and seemingly ordinary citizens helped influence the development of the First and Second Continental Congresses, a series of meetings among representatives from the colonies about responses to English rule. The First Continental Congress influenced the establishment of the Articles of Confederation as the initial government of the colonies (Ellis, 2013).

On April 19, 1775 the first shots of the war broke out at Lexington and Concord. The British attempted to seize a stock of weapons in Concord but were met with resistance by a small colonial militia thanks to the warnings of Paul Revere, William Dawes, and Samuel Prescott (American Revolution, 2013). Less than one month later, the Second Continental Congress convened and officially established the Continental Army with Virginian George Washington as its Commander-in-Chief. Washington was by repute a man of courage and of wealth (Wright, 1961, p 56) that garnered the trust and respect of nearly every man he encountered. Washingtons calm demeanor and confidence greatly aided his ability to manage over 10,000 soldiers (Rakove, 2010). Individuals such as Thomas Paine, Patrick Henry, and Thomas Jefferson were especially critical of taxation without representation and publicly criticized England for overstepping their authority on the colonies. Patrick Henry, a representative of the Virginia House of Burgesses, famously expressed his discontent of the English monarchys taxation policies through the statement Give me liberty, or give me death! Henrys powerful words reflected the societal frustration of patriots against British and inspired many individuals from other colonies to join the cause for freedom. Works such as Thomas Paines critique of the English monarchy, Common Sense, sold 15,000 copies within three months of release and generated widespread discontent against England (Ellis, 2013, p 12). Paine argued that aristocracies enforced tyranny over their citizens, stripping them of their essential rights. The widespread use of newspapers and pamphlets against England dramatically influenced the growth of revolutionary feeling among the colonies (Wright, 1961). Colonial unity was firmly established through adoption of Thomas Jeffersons idealistic Declaration of Independence in 1776 (Ellis, 2013). Jefferson, along with Benjamin Franklin,

Roger Sherman, Robert Livingston, and John Adams collectively wrote the Declaration of Independence. This document aired a list of grievances towards King George III, reasoning behind the separation of the colonies from England, and established the fundamental concepts of life, liberty, and the pursuit of happiness that continue to guide American government in modern times (Rakove, 2010). Jeffersons political craft inspired the works of other politicians such as James Madison and George Mason, setting the foundation for the eventual creation of the Constitution of the United States and the Bill of Rights. In addition, Thomas Jeffersons political opinion would later inspire a vision for Jeffersonian democracy, a nation with values geared towards Republicanism achieved by a primarily agrarian economy. Women even participated during the Revolutionary War by offering financial support and aid to the troops. For example, Esther Reed formed the Ladies Association of Philadelphia as a means of raising money and providing clothing for soldiers. Reeds organization influenced the development of similar programs in Maryland, Virginia, and New Jersey that each raised thousands of dollars (Norton, 1980). Some women also offered medical care and cooking to the Continental Army. Women played a very active role during the Revolutionary War by through patriotism and support in the quest for freedom. Finally, Virginians played a crucial role in the closing of the war and subsequent peace negotiations that ultimately guaranteed American freedom. George Washington was able to lead the Continental Army to victory in large part due to help from the French following an alliance established in 1778 (American Revolution, 2013). The French provided critical supplies and military support that helped weaken the English military and earn the colonies several decisive battle victories. In 1781, British General Charles Cornwallis set up camp in Yorktown as a means of water access to supplies and escape; however, his access was cut off by a French fleet

of ships forcing him to surrender his army of nearly 8,000 soldiers. Following this result, peace negotiations began in France and were lead by Virginian John Adams along with Benjamin Franklin and John Jay. The Treaty of Paris, signed in 1783, officially set the formal boundaries of the United States.

Part 2: Annotated bibliography of content resources American revolution. (2013). Columbia Electronic Encyclopedia, 6th edition. This source provides an excellent overlay of the major events leading up to, and during the Revolutionary War. The article captures many of the key factors that influenced the happenings of the revolution such as major battles, key individuals, and on-going political decisions. Providing links to each of the key terms, this collection is especially helpful for developing a more in-depth understanding of topics for both teachers and students. The topics are easily navigable and sorted in chronological order. In addition, the site offers an audio function which could be used as a support for ELLs or children that have difficulty with reading comprehension. Ellis, J. J. (2013). Revolutionary summer. New York, NY: Alfred A. Knopf. Joseph Elliss Revolutionary Summer offers a comprehensive look at the Revolutionary War by exploring many of its key contributors such as George Washington, John Adams, Thomas Jefferson, and several other historical icons. The book draws significant attention to the interrelated influences each of the men had on each other as well as the developing United States from the mid 1770s up until the end of the war. Ellis examines events in the northern, southern, and middle regions of the colonies as well conditions in England. Throughout the work Ellis includes objective commentary that poses many questions and answers as to why certain events transpired and their resulting consequences. Norton, M. (1980, April). The philadelphia ladies association. American Heritage, 31(3). Retrieved October 1, 2013, from http://www.americanheritage.com/content/philadelphia-ladiesassociation Historian Mary Beth Nortons article on the Ladies Association of Philadelphia explores the often overlooked roles women played during the war. Spearheaded by Esther Reed, the organization sought to support the colonial cause by raising financial support for troops in the Continental Army. The organization not only raised thousands of dollars but also provided handsewn clothing by members for the troops. Norton recognizes this particular organization as one of the first successful womens movements in North America, serving as strong inspiration for future historical pushes towards equality.

Rakove, J. (2010). Revolutionaries. Boston, MA: Houghton Mifflin Harcourt. Jack Rakoves work offers a highly analytical evaluation of the invention of America. Similar to Joseph Ellis work, Rakove focuses largely on the founding fathers as a key source in the development of American policy. Individuals such as Thomas Jefferson, John Locke, Benjamin Franklin, and James Madison guided the creation of foundational documents related to individual freedoms and rights. These thinkers challenged the authority of the crown and inspired the support of the colonies to fight for their revolutionary beliefs. Broken down into three sections: The Crisis, Challenges, and Legacies, the book reflects how the colonies overcame numerous challenges to successfully separate from England. Wright, E. (1961). Washington and the american revolution. New York, NY: Macmillan. Esmond Wrights biography focuses largely on the legacy and heroism of George Washington toward the development of the United States. Wright notes that Washingtons rise to power was largely derived from combination of his physically commanding presence, natural leadership ability, and high intelligence. As a result, Washington garnered significant influence over his peers and executed his power through his role as Commander in Chief of the Continental Army, and later as the first President of the United States. Wright also offers input on the changing face of colonial society by following progressions through major battles from Lexington and Concord all the way to Yorktown.

Part 3: Annotated bibliography of teaching resources Aguilar, E. (2010, April 08). Retrieved from http://www.edutopia.org/historical-thinking-skillsK-6 Elena Aguilars article on How to Engage Young Children In Historical Thinking presents a parents personal experience with her childs social studies class work related to George Washington. Discussing the need to break away from spoon-fed social studies, Aguilar presents tips and resources that teachers can use to expand their instructional strategies into meaningful exercises. The site is also helpful because it offers suggestions of other articles and bloggers that provide their collaborative input on the best practices in education.

Glover, R. (n.d.). Learning about research and writing using the american revolution. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/learning-aboutresearch-writing-881.html

ReadWriteThink is part of the Thinkfinity program by Verizon. This resource includes a teacherwritten lesson plans geared towards research and writing exercises. The site includes an overview of the lesson, required materials, what standards it meets, and even suggestions for additional resources. As a whole, the site is also beneficial because it not only offers the ability to search for specific lessons based on grade level, but also has a tab that suggests resources for parents and students to practice at home. The american war for independence. (n.d.). Retrieved from http://edsitement.neh.gov/curriculum-unit/american-war-independence Edsitement is run by the National Endowment for the Humanities and offers an abundance of ideas and lessons for topics related to the humanities. In this particular instance, teachers have access to an entire unit of ideas related to the revolutionary war. The revolutionary war is broken down into three sections: the war in the north, the war in the south, and the closing moments of the war. The lessons are well structured and include suggested resources and materials that can boost student involvement with the lessons. Also included is a student resources tab which can be used for students that may need extra help or are simply want more information about a specific topic. War of independence. (n.d.). Retrieved from http://amhistory.si.edu/militaryhistory/exhibition/flash.html The Smithsonian site offers an interactive timeline of Americas greatest wars, including the Revolutionary War. Included in the site are pictures and descriptions of tools used during the war, biographies, videos describing different areas of content, and much more. The materials are also organized by categories such as war in the south, victory at Yorktown, etc. This resource is a great asset that allows students to research specific materials used in the war and develop a deeper understanding of how the war progressed. Wilson, E. Colonists divided: A revolution and a civil war. (n.d.). Retrieved from: https://www.gilderlehrman.org/history-by-era/road-revolution/resources/colonistsdivided-revolution-and-civil-war The Colonists Divided lesson is another excellent resource for inquiry about the different between perspectives of the loyalists and the patriots during the American revolution. The guided lesson offers suggestions for resources, materials, and key discussion points to add depth to social studies lessons. In addition, the lesson is tagged under a metadata category which links to related topics and themes. The site also have a very active community presence which is beneficial for teachers that may seek feedback or guidance on certain issues.