Nor have we been wanting in attention to our British brethren. We have warned them, from time to time, of attempts made by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circ.u.mstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them, by the ties of our common kindred, to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They, too, have been deaf to the voice of justice and consanguinity. We must, therefore, acquiesce in the necessity which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war--in peace, friends.

We, therefore, the representatives of the United States of America, in General Congress a.s.sembled, appealing to the Supreme Judge of the World for the rect.i.tude of our intentions, do, in the name and by authority of the good people of these colonies solemnly publish and declare, That these United Colonies are, and of right ought to be, Free and Independent States; that they are absolved from all allegiance to the British crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved; and that as free and independent States, they have full power to levy war, conclude peace, contract alliances, establish commerce and to do all other acts and things which independent States may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor.

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 a.n.a.lyze the topic. The narrative section of this publication ent.i.tled, 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 cla.s.sroom 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 a.n.a.lysis 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 ill.u.s.trate the beginnings of the "American Experience"?

6. How will a study of the acceptance, rejection, or modification of European ideas and inst.i.tutions by the colonies establish a framework for a.n.a.lyzing 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 partic.i.p.ation 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 const.i.tutional democracy?

9. From an a.n.a.lysis of the "Colonial Mind", how can insights be gained and relationships established for patterns of national character, cultural inst.i.tutions, religious thought, and educational practices?

10. How did the first representative a.s.sembly at Jamestown reflect the needs of a group of people for government? What factors were involved in the formation of this representative a.s.sembly? 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 const.i.tutions 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 const.i.tution?

13. In an a.n.a.lysis 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 a.n.a.lysis of the factors which produced the movement for the American Revolution ill.u.s.trate 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 inst.i.tutions 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 princ.i.p.al components of our modern day social, political, and economic system? How can Virginia serve as one ill.u.s.trative 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 ill.u.s.trate self-interest versus concern for principle?

22. Can the American Revolution be termed a social movement? What were the effects on the inst.i.tutions 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 const.i.tutions are often considered one of the most important developments in the aftermath of the Revolution? How did these const.i.tutions reflect the "spirit of the American Revolution"

and the foundations of the Colonial Period? How could a case study of Virginia during this period ill.u.s.trate 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 doc.u.ments of the period and write an essay on what the term meant when the doc.u.ment 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 a.s.sessments 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 a.s.sessments 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?