al 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 li