Suggested Questions for Exploring Virginia's Role in the Winning of Independence

Questions may serve to identify a problem or topic, and also serve as a means to dissect and analyze the topic. The narrative section of this publication entitled, THE ROAD TO INDEPENDENCE: VIRGINIA, 1763-1783, deals with selected aspects of questions contained in this section. However, in order to expand the scope and understanding of Virginia's role in the winning of independence, as well as to provide an improved perspective for students to see new meaning in familiar events, the following questions have been prepared for the classroom teacher.

1. How did the "Intellectual Awakening" in Europe reflect the changing image of man in relation to economic organization, religious reforms, political activities, and social changes? How did this intellectual ferment influence the American Revolution and the "American Experience"?

2. How will a study of the following topics establish a framework for an inquiry into the Colonial Period?

(a) Historical forces which gave rise to exploration and which were influencing European civilization centuries before Columbus' journey.

(b) Various reasons for colonization and objectives and methods of colonization for different nations.

3. What contributions will an analysis of the emergence of capitalism (with its wage system, market economy, banking structure, and corporate organization) and the impetus which capitalism provided for colonization make to the development of insights into the nature of European society and the Colonial Period?

4. How did capitalism influence the American Revolution and how was capitalism influenced and/or changed by the American Revolution?

5. Was there a discrepancy between the objectives of the European colonizers and the growth and development of the Virginia colony? In what ways can a study of Virginia illustrate the beginnings of the "American Experience"?

6. How will a study of the acceptance, rejection, or modification of European ideas and institutions by the colonies establish a framework for analyzing the unique nature of the "American Experience"? How "American" were the colonies? How "American" was the Revolution?

7. What environmental factors influenced colonial settlements? How will a study of these factors help to explain the differences which developed in the thirteen colonies? (Example: economic differences) What was the influence of environment in the colony of Virginia? How would these differences influence the nature of the participation of the thirteen colonies in the Revolution?

8. How did the Colonial Period provide a foundation for the "American Experience" by the development of a system of free enterprise and a constitutional democracy?

9. From an analysis of the "Colonial Mind", how can insights be gained and relationships established for patterns of national character, cultural institutions, religious thought, and educational practices?

10. How did the first representative assembly at Jamestown reflect the needs of a group of people for government? What factors were involved in the formation of this representative assembly? In what ways will a study of the formation of this government serve as a basis for comparing and contrasting other efforts at establishing governments at a later date?

11. What distinctive political, intellectual, and economic modes of life began to develop in the different colonies? How will a study of the similarities and differences help to explain the character of the American Revolution and the "American Experience"? What was the nature of these developments in Virginia and why?

12. What early experiences did the colonies have which led them to formulate the type of state constitutions which they adopted? What foundations were being established which would be reflected in the years ahead? What was the nature of Virginia's first state constitution?

13. In an analysis of the art, music, architecture, literary works, and other means of expression in the Colonial Period, how can an awareness and perspective be developed which will allow for an involvement with a "people and their times"? How do man's varied forms of expression reflect "the spirit of an era"? What is the role of primary sources in developing empathy for a period?

14. In what ways did the "European Enlightenment" influence American thought after 1700? What were the significant contributions of American writers to colonial thought and political maturity?

15. What impact did writers have on the American Revolution?

16. How will an analysis of the factors which produced the movement for the American Revolution illustrate the idea that historical causation is complex and multiple? What was the nature of the movement in Virginia?

17. What was significant about colonial cooperation in resisting British measures? In what areas was there cohesiveness and what were the factors which contributed to the development of this situation? What was the nature of the movement in Virginia?

18. By what means can the concept of liberty be studied so as to develop an understanding of the "seeds of revolution which were inherent in the Colonial Period" and to develop an insight into liberty as a force which would permeate all periods of United States history? How can this theme of liberty be integrated so as to serve to link all facets of the "American Experience" to a common chain? What role do ideas play in a study of history?

19. How will a study of the ideas and institutions of the Colonial Period, the Declaration of Independence, and the American Revolution establish a framework for inquiring into the natural rights philosophy, the justification of the Revolution, and the principal components of our modern day social, political, and economic system? How can Virginia serve as one illustrative study of these factors?

20. In what ways did the colonial rebellion become an avenue for nationalism?

21. How will a study of the American Revolution illustrate self-interest versus concern for principle?

22. Can the American Revolution be termed a social movement? What were the effects on the institutions of society?

23. How did the Founding Fathers exemplify the young nation's aspiration?

24. In what ways can one account for the impact of the Declaration of Independence on modern day political thought?

25. Why is it that the state constitutions are often considered one of the most important developments in the aftermath of the Revolution? How did these constitutions reflect the "spirit of the American Revolution" and the foundations of the Colonial Period? How could a case study of Virginia during this period illustrate these developments?

26. How can the Colonial Period serve as a foundation for developing those threads which are inherent in a study of Virginia and United States history? How can the following themes be used to coordinate various aspects of the American Revolution and the "American Experience"?

a. Nature and influence of geography b. Economic themes c. Intellectual themes d. Nature and composition of society e. Manifestation of political ideas



Suggested Student Activities

Student activities and other learning experiences are dependent upon the objectives selected by the teacher, the abilities and needs of the students, materials and resources available, and the organizational pattern of the course. The suggested student activities in this publication have been prepared to serve as a catalyst for developing appropriate programs and learning experiences in exploring Virginia's role in the winning of independence. Suggested activities include:

... Select one word concepts, such as liberty, freedom, power, justice, that may be derived from great documents of the period and write an essay on what the term meant when the document was written and what it means today.

... Through research have students write an essay describing the personalities of great Virginians such as Washington, Jefferson, and others, and compare them with their contemporaries.

... Role-play Virginians who made outstanding contributions to the development of America.

... Compare the American Revolution with other revolutions in the world so as to ascertain similarities and differences.

... Given the Proclamation of 1763, students could draw the western boundary of Virginia on a current topographic map. What have been the different boundaries of Virginia? Why?

... From copies of selected estate assessments and wills from local courthouses, a number of activities could be developed.

A confirmation or refuting of hypotheses of what artifacts or personal property would be found in homes and on farms during this historical period may be suggested. Occupations can be suggested by the list of personal property. e.g. What percent of the people were self-sufficient on the frontier?

Early industries and occupations can be compared with current industries and occupations for the same area. e.g. What public demands are reflected in continuing industries?

Students may draw interior scenes of homes showing artifacts listed in the inventories. e.g. Do articles listed together say something about the use of a room?

Scenes may be painted of homesteads, depicting personal property listed in estate assessments and the inventory may be listed beside the painting. e.g. What do "Folk Art" paintings and other art forms tell us about the period?

Religious commitment can be inferred from wills. e.g. What role did religion play in the life of a person during this time?

How do wills reflect the status of humans in a household. e.g. How were males, females, indentured servants, and slaves treated in wills?

Photos and slides of restored rooms can be compared with selected inventories. e.g. Are restorations in agreement with the written records?

... Students could assume a role and write a seven-day diary describing a week in each season.

... Write lyrics portraying the spirit and events of the times and put the lyrics to music using a melody of the period.

... Using primary sources, have students research information on various accounts of what happened at Lexington. The research may include:

An account of a member of the British force

Report of the captain of the Lexington Minutemen

Letter(s) of the British expedition leaders

... Have student research information on Indian tribes, their location, and their impact of life in Virginia.

... Select a date between the period 1763-1783, and have students find out the following about their town, city, or county.

What was the town, city, or county like then?

Where did the first settlers of your town come from?

What are the most famous streets in town? Who are those named for?

What, if any, battles were fought in or near your town?

What is the town's most famous landmark?

... Prepare a cross word puzzle using such words as:

liberty justice freedom equality democracy representative independence unalienable

... Research styles of dress worn during the period 1763-1783. Contrast functions of dress, costumes, and the like with today's living and style of dress.

... Have the students prepare a research paper of changes in the culture of the country then and now and their impact on families and individuals.

... Have students develop a colonial Almanac to include such items as information about the tides, the weather, changes of the moon, anniversaries of historical events, recipes, folk tales, jokes, health hints, and advice in the form of proverbs. (A review of the most popular Almanac of this time, Poor Richard's Almanac, may assist students with this project.)

... Students may prepare a film depicting an historical event which occurred in or near the town, city, or county in which they live.

... Have students construct a painting depicting a famous scene or event of the Revolutionary period.

... Students may collect artifacts of the period for display and discussion of colonial life styles.

... Have students develop an architectural blueprint for restoring an 18th Century home, including grounds of the gentry, planter, or frontiersman.

... Research the role of black churches in Virginia between 1763-1783. This should be followed by classroom discussion.

... Research the role of contributions of the "common" man in the making of Colonial America.

Students may choose to review the roles and contributions of such groups as the farmer, shopkeeper, cabinet maker, and others.

Have students identify the contributions of other social groups in the making of Colonial America.

... Compare the customs and mores of blacks in Virginia from 1763 through 1783 and 1953 through 1973.

... Construct a bulletin board listing the colonies vertically and significant events under specific years horizontally.

THE END