The Road to Revolution and Founding the New Nation

 

 

1. For your in-lesson participation activity, you are to take a trip to the virtual Museum of the American Revolution. This museum holds artifacts from the period you’ve just read about in your lesson, as well as later in the timeline, as the Patriot’s cause turned into a Revolution for independence from England.

1)Go through the gallery entitled “Becoming Revolutionaries”

2)Pick one exhibit (not the entire gallery) summarize its main contents and discuss what you found most fascinating. Be as specific as possible.

3)Pick one primary source from the exhibit and discuss how you would teach this document/artifact to someone who’s never encountered this material before.

 

2.š Think through each act passed by the British Parliament, and the outburst it created leading up to the War. How would each piece of legislation have affected people in the colonies differently? For example: who suffered more on a daily basis under the Townshend duties versus the Quartering Act- poor, wealthy, men, women, coastal or rural people, etc? Include: The Stamp Act Congress Condemns the Stamp Act (1765) and Thomas Preston Description of the Boston Massacre (1770) in your analysis.

 

3. šUsing Kathleen DuVal’s introduction to her book, the Continental Congress’s Speech to the Six Nations, and Sir William Johnson’s “Watches the Settlers Invade Indian Lands , how does focusing on Indigenous perspectives between the Seven Year War (1756) and the American Revolution (1776) inform and shape our understandings about attitudes, events, and meanings of the movement towards American Independence?

Sample Solution

population found this perplexing due to the cultural belief in “two-spirit” or what can be considered a third gender (Morgensen. 2012). With the colonization of the indigenous population Europeans were able to instill their beliefs about gender and sex, eventually this became a tool in their quest for dominance (Manning, 2019). Additionally it can be suggested that it created the foundation of a hierarchical system in the Americas and the Caribbean society knows toady. In short the institution of gender was the beginnings of colonial power around the world. With the concept of hierarchy forced on the indigenous colonizers were able to justify gendered violence, because of the man over woman ideal. Gendered violence played an important role in the shaping of colonial societies and establishing power and it continued to be a tool of retaining power during post-colonisation and modern day conflict. It is clear that even in modern day society there is a large amount of inequality throughout the world in terms of men’s and women’s opportunities, and unfortunately the inequalities can become amplified during times of conflict. During World War 1 80% of casualties were soldiers, during the Vietnam War 80% of casualties were civilians mostly women and children (Fagan,1999). This is an example of an extremely concerning trend and that is that women and children have become tools and pawns in conflicts to gain or retain power on both international and national levels. As instability in security increases the risk of sexual violence also increases all across the board for men, women, and children. The use of sexual violence is used a psychological tactic to control and weaken communities through loss of social cohesion. Colonization and war both contributed to the objectification and demoralization use of sexual violence to carry out the task at hand. We see this with early colonizers who were quick to brutalize native women and exploit their newly taken power. A more modern examples would be the conflicts in Rwanda, Uganda, and Bosnia–Herzegovina, which saw sexual violence used as a systemic tool of war; but also can be used to control populations in times of peace (Close, 2011). The use of sexual violence reinforces gender stereotypes in societies both developed and developing, especially the idea that conflict is a male dominated.

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