SSUSH 4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution. A.Explain the language, organization, and.

SSUSH 4The student will identify the ideological, military, and

diplomatic aspects of the American Revolution.

A. Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

Ideological (ideology)

• a collection of ideas

• unifying system of beliefs, attitudes, and values expressed in a culture. The body of thought and ideas that guides a society.

Diplomatic (diplomacy)• negotiation between nations

• delicacy: subtly skillful handling of a situation

• statesmanship: wisdom in the management of public affairs

• A system of formal, regularized communication that allows states to peacefully conduct their business with each other.

Sources of the Declaration of Independence

Writing of John Locke• English philosopher 1632-

1704

• Provided insight into morals and forms of government

• "The Philosopher of Freedom."

• most renowned for his political theory characterized by reason and tolerance; all people were equal and independent

Locke

• The policy of governmental checks and balances, as delineated in the Constitution of the United States, was set down by Locke, as was the doctrine that revolution in some circumstances is not only a right but an obligation.

Writing of Montesquieu

• Montesquieu:1689-1755

• Ideological Co-Founder of the American Constitution along with John Locke

Montesquieu: the best government would balance power among three groups of officials. He thought England - which divided power between the king (who enforced laws), Parliament (which made laws), and the judges of the English courts (who interpreted laws) - was a good model of this. He called the idea of dividing government power into three branches the "separation of powers." That way, the government would avoid placing too much power with one individual or group of individuals. He wrote, "When the [law making] and [law enforcement] powers are united in the same person... there can be no liberty." According to Montesquieu, each branch of government could limit the power of the other two branches. No branch of government could threaten the freedom of the people. His ideas about separation of powers became the basis for the United States Constitution.

Role of Thomas Jefferson

• Given credit for the Declaration Independence.

• Delegate from VA who was chosen to express committee’s desire for freedom.

• He drew on concepts of Locke & Montesquieu.

SSUSH 4The student will identify the ideological, military, and

diplomatic aspects of the American Revolution.

C. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge

Valley ForgeValley Forge

Valley Forge, PennsylvaniaValley Forge, Pennsylvania

• Winter 1777-1778• Campsite of American Continental Army• Great suffering in snow and ice (Shuylkill River

frozen over)• Washington despaired "that unless some great

and capital change suddenly takes place ... this Army must inevitably ... Starve, dissolve, or disperse, in order to obtain subsistence in the best manner they can."

Life of a common Life of a common soldiersoldier

Soldiers struggled to stay alive

through the bitter cold.

Crossing the Delaware River

Battle of Trenton• 1776: Washington and his troops crossed

the icy ________ ________for a surprise attack on the night of X-MAS 1776.

• The Continental Army quietly approached Trenton, _______ ___________ and defeated the Hessians(______________).

December 1776

SSUSH 4The student will identify the ideological, military, and

diplomatic aspects of the American Revolution.

B.Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette

The role of Benjamin Franklin

• Continental Congress sends Franklin to Paris to work for an alliance.

• France sends money and supplies in secret, but no public support.

• After Saratoga, Franklin signs a Treaty of Alliance with France

Battle of Saratoga (1777)

• British seek to cut off New England from colonies.

• Colonial General Horatio Gates defeats large British force at Saratoga.

• This victory convinces the French that colonials have a chance to win.

• French become allies to the Continental Army.

•The French signed a treaty of cooperation 1778.

•French

retaliation

against the

British

•Aided

Independence

movement with

supplies and

men.

Marquis de Lafayette• Brave, idealistic 20

yr. old French aristocrat.

• Joined Washington and the misery at Valley Forge.

• Led a command in VA for the last years of war.

SSUSH 4The student will identify the ideological, military, and

diplomatic aspects of the American Revolution.

D. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

The role of Lord Cornwallis

• Ambitious British general who led victories in the South.

• His biggest mistake: Led 7,500 troops onto peninsula between James/York Rivers to camp at YORKTOWN.

Battle of Yorktown (1781)

• Troops under British General Cornwallis are backed up against water at Yorktown.

• French Navy blockades York River– British cannot re-supply or escape.

• French and Colonial troops surround town.– After several small battles, Cornwallis surrenders.– The last major battle of the war.

Battle of Yorktown

Treaty of Paris, 1783

• John Adams, Ben Franklin, & John Jay demanded the Britain to recognize American independence.

• Confirmed U.S. independence.

• Set boundaries of the new nation.

Impact of War• Idea of liberty spreads throughout the world,

leading to revolutions ever since.

• This was a radical concept in a world that long accepted the idea of human inequality.

• In the US, only white males gain true freedom.– However, seeds of change are planted for women,

and slaves.– Indians make out terrible, pushed farther west