Slavery

Sojourner Truth and Frederick Douglass two inspirational black figures in black history were very atypical from their fellow slaves. Both figures were disrespected then and even more respected today. There were plenty of trial and tribulations throughout their lives but they preserved to become the icons they are today. For many reasons we can see how they are atypical from there fellow slaves and how we should be thankful for our freedom and take advantage of opportunities just like they did.

Sojourner Truth, one of the elite black females in women history is atypical of her slaves because her name alone is still being discuss in today’s society. By changing in her name to Sojourner Truth, her name alone is atypical from the rest of her fellow slaves. It has tremendous meaning because she felt as one of God’s children her words were very moving, powerful and truthful. Another example is that Sojourner Truth stood at 6’0 tall, that’s extremely tall for a woman, and with this height she created a dominant presents.

Born a slave, Sojourner Truth couldn’t read and write like most slaves, but her strong mindset and her perseverance were acknowledged early. Only a select few of slaves had a heart of a champion, but Truth’s willingness to stand for what she believed in and what was right ultimately gave her the recognition she proudly deserves. She was involved in many organizations from women’s rights to being a New York Perfectionists (Anthology of African American Literature pg 112).

On her quest for women rights, her best well known speech was he “Address to the Ohio Women’s Right Convention”. This powerful speech moved plenty of African American women to push for equal rights among their gender. Truth was a strong, proud black woman and with amazing antics as such, we can see why she was atypical from her fellow slaves. As much as Sojourner Truth was such of an importance to slavery and women rights, Frederick Douglass had more of an impact in his success of abolition slavery.

With a contribution that big we can all see why Frederick Douglass was atypical from his fellow slaves. Just like Sojourner Truth, Frederick Douglass already stood out from the rest of his fellow slaves at a height of 6’4. Frederick Douglass ability to read and write is unbelievable feat by itself but his persuasion with his words was powerful and influential. His demeanor commanded everyone’s attention and when he spoke all eyes were on Douglass. His willingness to show other slaves how to read and write is only part of his determination that is shown.

Escaping from slavery and providing for his family shows great determination and pride within himself. His knowledge about slavery, the analogy used in speeches made Frederick Douglass one of the most important figures in history. As Arabram Lincoln asks Frederick Douglass to come to the white House to help Lincoln with his candidacy, shows the impact Douglass has on political views in this era. A gesture so big shouldn’t go unnoticed in history. Also it shouldn’t go unnoticed because a white man is asking for help from a black man to keep his presidency intact.

Therefore is goes to show how important Frederick Douglass was and shows that he’s very atypical from his fellow slaves. These powerful figures had outstanding contributions to everything we are allowed to do today for example women voting, equal opportunity and the right to make a difference if you truly worked hard at it.

In 1606, hundreds of settlers embarked on a journey from England to the Virginia colony, in search of wealth and treasure. Although they experienced much destitution early on in their journey, they were able to transform their colony with the use of the indentured servants and slaves by basing their economy around tobacco. With tobacco, they were able to create an industry in which the colonists would depend on socially and economically. The journey for the new colonist was brutal. They were crammed onto ships, so communicable diseases spread very easily.

There was little food, so many of them died of starvation. When they finally arrived, they were introduced to even more diseases. On top of starvation, and chronic diseases, some died in wars. The most common cause of death for the new colonist was famine. Some of the colonists said that there were never any Englishmen left in a foreign country in such misery as their newly discovered Virginia. After they reached Virginia, they were given contracts with various people who had already settled there. With the use of tobacco, they transformed their economy.

The demand for tobacco products in Europe was increasing, and the Virginians knew it. The tobacco rush soon swept over Virginia. The father of the tobacco industry, John Rolfe, became an economic savior in 1612, when he perfected methods of raising and curing the pungent weed. The colonists now focused most of their attention, concentration, and energy on planting this demanded crop. They had created one of the first products to be marketed with name-brand advertising. The industry had now built the economic foundation for the colony of Virginia.

However, intense tobacco farming depleted the rich Virginia soil. The vile weed would soon ruin the soil and eventually make it unfit for planting in subsequent years. Due to the barren lands after planting, there became an increased demand for large-acre plantations. When more tobacco was planted to fill the needs of the Europeans, there also became a need for more labor. A massive workforce was now needed to work the new tobacco plantations and this demand would soon be fulfilled with the use of forced laborers and indentured servants. The colonists now faced the problem of a greater need for labor.

However, families procreated too slowly, the Native Americans died too quickly from disease, and slaves were too expensive. At the time, England had an abundance of displaced farmers in search of long term employment. These laborers, known as “indentured servants,” willingly rented out their work. They signed binding contracts to their masters, to work for a number of years to pay their passage. Approximately fifteen hundred indentured servants were coming from England, Scotland, and Ireland every year. These settlers also changed the colony of Virginia socially.

When they first arrived, the population of Virginia was basically zero, excluding the Native Americans. Within 71 years, there were approximately two thousand black slaves and six thousand Christian indentured servants. The population had also reached forty thousand people. The tobacco plant was the main reason for the successful changes in the Virginia colony. The profit from the plant was the reason for the economically, and the increased population of the workers was the reason socially. Without the tobacco plant, there would have been such a significant change in the new Virginia colony.

Supreme Court meets for the first time at the Merchants Exchange Building in New York City on February 2. The court made up of one Chief Justice and five Associate Justices hears its first case in 1792. The nation’s first census shows that the population has climbed to nearly 4 million. In 1791, the first ten amendments to the Constitution, known as the Bill of Rights, are ratified on December 15. In 1793, Washington’s second Inauguration Is held in Philadelphia on March 4. Ell Whitney Invention of the cotton glen greatly Increases the demand for slave labor. In 1797, John Adams Is Inaugurated as the second president In Philadelphia on March 4. In 1800, the U. S. Capital Is moved from Philadelphia to Washington, D. C. On June 15. U. S. Congress meets in Washington, DC, for the first time on November 17. Gabriel Prosper, an enslaved African American blacksmith, organizes a slave revolt intending to march on Richmond, Virginia. The conspiracy is uncovered, and Prosper and a number of the rebels are hanged. Virginians’ slave laws are consequently tightened.

In 1801, Thomas Jefferson is inaugurated as the third president in Washington, DC on March 4. In 1803, Mammary v. Madison: Landmark Supreme Court decision greatly expands the power of the court by establishing its eight to declare acts of Congress unconstitutional on February 24. The United States agrees to pay France $15 million for the Louisiana Purchase, which extends west from the Millponds River to the Rocky Mountains and comprises about 830,000 square miles. However, the treaty was signed on May 2. As a result, the U. S. Nearly doubles In size. In 1804, Lewis and Clark set out from SST. Louis, Missouri on an expedition to explore the West and find a route to the Pacific Ocean on May 14. Jefferson had his second inauguration on March 4. In 1 805, Lewis and Clark reach the Pacific Ocean on November 15. In 1809, James Madison is inaugurated as the fourth president on March 4. The War of 1812 Is when U. S. Declares war on Britain over British interference with American maritime slipping and westward expansion on June 18, 1812. Madison later has his second Inauguration on March 4, 1813. British capture Washington, DC, and set fire to White House and Capitol in August 1814. Francis Scott Baltimore. Treaty of Ghent is signed, officially ending the war on December 24, 1814. In 1820, Missouri Compromise was an effort to maintain the balance between free and slave states, Maine (formerly part of Massachusetts) is admitted as a free state o that Missouri can be admitted as a slave state; except for Missouri, slavery is prohibited in the Louisiana Purchase lands north of latitude.

“The Soldier” A Detailed Look at a Criticized Poem Grief, death, devastation: with the strong exception of Rupert Brooke, these were the themes reflected in most war poetry during WWI. Brooke laced his poetry with sentimentality and nationalism, which was very different from the themes of other works during the time. Many people love and admire his poems, but despite his poetry being criticized by the public, Rupert Brooke was a talented young poet throughout World War I. This poem was first published in Brooke’s book of sonnets, 1914 rightly named for the year they were authored.

WWI was an influential time for poetry and a catalyst for an important movement in poetry; war poetry. The poetry of this time reflected the feelings of the general public at the commencement of WWI. Brooke’s “The Soldier,” though seen as a hymn to the great nation of England during WWI, is today seen as overly sentimental and as romanticizing the horrors of the war through strong figurative language and symbols (“The Soldier”). The theme reflected most prominently in “The Soldier,” patriotism, is seen again in many of Brooke’s war sonnets, but not commonly in the poetry of emerging poets during the war.

Brooke is notorious for his use of sentimentality and nationalism in his war poetry. The voice in “The Soldier” talks about his untimely death in a fiercely patriotic manner, undaunted by his likely demise. When referring to the foreign field in which he will be buried, he describes it with “…there’s some corner of a foreign field that is forever England. There shall be in that rich earth a richer dust concealed” (Brooke). In these lines Brooke is saying that the dust, the earth, in which he is buried in will be richer because an English soldier lies in it; because a piece of England lies beneath the earth.

Through this statement, Brooke is associating the soldier in the poem with England, making him not just English, but England. Patriotism shines through again in the next lines, “A dust whom England bore, shaped, made aware,/ Gave, once, her flowers to love, her ways to roam,/ A body of England’s, breathing English air…” (Brooke). “A body of England’s” supports Brooke’s embodiment of soldiers as not only English, but England. It is these examples of Brooke’s strong patriotism reflected in his poetry that created the riticism for its maudlin nature (“The Soldier”). In continuation, the second most prominent theme employed by Brooke is the notion of transformation, which is distinguished clearly throughout “The Soldier. ” The second stanza was a prime example of the conversion displayed in the poem. The line in the second stanza, “And think, this heart, all evil shed away” (Brooke) implies a transformation from a soldier, ordinary and human, to a cleansed soul who will live forever through England.

The second stanza is saying that with death for your country comes great honor and transformation into a pure soul, forever remembered for fighting to the end for their country. By making yourself a martyr, you have “cleansed your soul” and this is a great transformation. This idea is what inspired soldiers to be willing to die for their country, and to want to fight for England. Brooke is saying that there is a larger purpose that can be achieved through death, which is another example of Brooke romanticizing the war and death.

To soldiers, the thought of being transformed into a great soul, forever linked to your nation because of your connection with England, is consistent throughout, which is why transformation is a prominent theme of the poem (“The Soldier”). The figurative language in “The Soldier” defines the poem and displays the message, but also supports the fact that Brooke’s poem approaches the horrors of war in an indirect and romantic manner. When Brooke refers to “some corner of a foreign field” he is using the field as a symbol for the simple graveyards soldiers were buried in.

Here, Brooke is addressing the war in a lighter tone, which critic Chris Semansky criticized Brooke for. The line in “The Soldier” addressing how the earth in which an English soldier is richer again uses a light symbol for a serious subject of war. Brooke refers to dust as a body in the line, “In that rich earth a richer dust concealed;” (Brooke). Dust is used again in the next line, “A dust whom England bore, shaped, made aware…” (Brooke). In both lines “dust” is a symbol for a dead soldier. Another example of Brooke’s figurative language is his repetition of England in his poem.

This is another prime example of the theme of patriotism that is presented throughout in “The Soldier. ” Critic Bruce Meyer calls attention to more use of symbols in the poem, including the line, “And think, this heart, all evil shed away” (Brooke) which is symbolizing a man being purified before offering himself as a lamb to the slaughter (Meyer). The poem also uses an Petrarchan and Shakespearean rhyme scheme, using an alternating rhyme scheme of ABABCDCD rhyme scheme in the first stanza, which is Shakespearean, and then in the second stanza, a EFGEFG rhyme scheme, which is Petrarchan.

Many of Brooke’s poems use a Shakespearean alternation rhyme scheme consistently. The entire style of the poem remains “English,” polite and “gentlemanly,” and the style matches the figurative language and poetry techniques used: symbols to lighten the poetry’s subject and a Shakespearean rhyme scheme (“The Soldier”). Furthermore, the time in which Brooke’s “The Soldier” was written is crucial to understanding not only the poem, but why “The Soldier” has slipped from a famous to infamous piece of literature. The poem was written in 1914, at the beginning of WWI, during which Brooke had enlisted in the Royal Naval Division.

Archduke Franz Ferdinand and Sarajevo, his wife, were murdered by Serbian nationalists, which had catapulted England into WWI (“The Soldier”). This was a time when England was sending their young men off to fight, without the assurance that they would return home. The public was coping with the deaths of their sons and husbands, and Brooke’s poem was playing to the times. It was a reassurance to the general public about the war and the death occurring, and its strong level of patriotism was met with the public’s own patriotism, as critic Semansky reiterates (“Semansky”).

Brooke had war experience himself, through the Royal Naval Division, but was not fighting on the front lines or having any major experiences in war. He spent his first assignment assisting civilians in the evacuation of Antwerp, though he was originally assigned to help hold down the Channel ports with the navy. He did not complete his next assignment, to take back Constantinople from the Turks, because of his death, of fever, on the way to Gallipoli. Brooke did not have the immense war experience many other poets of the war had, and it influenced the demeanor of his poetry.

Other war poets, Sassoon, Owens and Rosenburg did not adopt Brooke’s heavily patriotic views, but rather questioned his attitude towards the war. By the public, “The Soldier” was revered, but as the war continued, and eventually ended and the horrors of the war made themselves more evident, “The Soldier” was thought of as sentimental literature, and not as a personification of the war (“The Soldier”). In conclusion, Rupert Brooke’s “The Soldier” reflected the attitude of England during the start of WWI, a comparison which has made it both famous and infamous.

The historical context of the poem, the background being WWI, is a key to complete understanding the poem and the reason for its notoriousness. “The Soldier” gives you a small insight into the ideology of soldiers and the public, who were looking for a deeper meaning for the death and destruction occurring. Through this, the poem informs your understanding of Rupert Brooke’s reactions to England, the war, and the mayhem of the beginning of the war.

His general attitude towards the war was strongly patriotic, and criticized for being as sentimental as it was. Brooke, as you can determine through the poem, felt that death during the war was a sacrifice for England that would ultimately be rewarded in the afterlife, and that it was the greatest show of devotion that one could show for their country. He felt strongly for England, and appealed to the people, but his poetry lost its appeal as the war progressed and the lightness in which Brooke regarded the war was recognized (Semansky).

Through the fact that “The Soldier” was accepted during 1914, you can make the connection that the public shared Brooke’s view of hope for a deeper meaning to the war and death. “The Soldier” meshes with Rupert Brooke’s ideology, experiences and style, as well as with the time period. Though Brooke’s fiercely patriotic and light take on WWI in “The Soldier” strongly appealed to the public as they coped with loss during the commencement of WWI, its sentimentality has been criticized for romanticizing the war and masking the true horrors England was experiencing.

If I should die, think only this of me: That there’s some corner of a foreign field That is for ever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave, once, her flowers to love, her ways to roam, A body of England’s, breathing English air, Washed by the rivers, blest by suns of home. And think, this heart, all evil shed away, A pulse in the eternal mind, no less Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day;

And laughter, learnt of friends; and gentleness, In hearts at peace, under an English heaven. WORKS CITED: Brooke, Rupert. “The Soldier. ” Poet’s Corner. 1914. http://www. theotherpages. org/poems/brooke01. html. Meyer, Bruce. “The Soldier. ” Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 <http://infotrac. galegroup. com/itweb/? db=GVRL>. Semansky, Chris. The Soldier. ” Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 <http://infotrac. galegroup. com/itweb/? db=GVRL>. “The Soldier. ” Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 <http://infotrac. galegroup. com/itweb/? db=GVRL>.

There were significant political conflicts between the two sides. The Boers treated all blacks very badly and did not give basic human rights even to the blacks working for them. They made them pay taxes but could not vote. It was said to be through religious reasons that the Boers treated blacks so badly. This awful treatment infuriated the British, who had abolished slavery in all its colonies as well as at home in 1834. The Dutch wanted to keep its slaves. Europeans working in the Boer territories were also mistreated.

These “Uitlanders” as they were known were key to the Boers’ economic success, yet were still denied the vote. The war occurred also because of strategic reasons. The British had already seized Swaziland, Bechuanaland and Basutoland, which more or less surrounded the Boers who feared that if the British took any more territory, they could be under siege, particularly if their route to the sea was blocked. The British wanted to control all of Southern Africa, not just small areas which were isolated – the Boers were their main opponents. There were economic issues involved in the war.

The Boers took control of the Transvaal and set up the Orange Free State. They found gold in the Transvaal and this area became very rich indeed. Later diamonds were found in this area as well, and there was argument between the British and Boers over in which nation’s territory they lay. Certain individuals had a major role in provoking the war. Cecil Rhodes was probably the most ambitious of Britain’s leaders abroad. He was a real imperialist, and strove to expand the British Empire further, especially through his dream of a “Cape Colony to Cairo” railway.

He was strongly anti-Boer, and his actions seemed to shape British policy back at home. Also highly influential was Sir Alfred Milner, who was the British High Commissioner and was also strongly anti-Boer. He was supposed to be a peacemaker, but it were the demands he placed on the Boers which sparked the war, and he ended up looking more like a warmonger. Paul Kruger, President of the Transvaal and leader of the Boers, did not want to give in to the Uitlanders, since he feared he would lose his position if they were given the vote. It was he who had ordered the first attack against he British in 1881. The British were angered by the Boers first assault, but the Zulus’ victory over the British led the arrogant Boers to believe that they could defeat them with ease. They were most ambitious, particularly after the absurd “Jameson Raid” where the British Dr. Jameson led only 500 men into the Transvaal. It was planned that the Uitlanders would join up and form an uprising to overpower and defeat Kruger and the Boers, however the raid was a failure and most of the British were killed or captured. The Boers did not accurately judge the British military.

Commentary for “Soldier’s Heart” Author, Gary Paulsen The book Soldier’s Heart, is based on a true story about a fifteen-year-old boy in Minnesota named, Charley Goddard, who lies about his age to join the First Volunteers of Minnesota to fight in the Civil War. Some of the events and time sequences are not completely factual, but the essential elements of the books story are true. Charley Goddard is a fifteen-year-old boy growing up in the farming community of Winona, Minnesota, in 1861, just prior to what will become the Civil War. The whole are is talking about what they think will be a “shooting war. The atmosphere at the town meetings discussing the possibility is festive, with flags, and drums, and patriotic speeches. As a volunteer army is beginning to form, Charley decides he wants to be a part of it. Everyone assumes that it will be an easy, victorious battle, most likely over in a month or two, if it happens at all. Charley lies about his age and joins the volunteers in what he thinks will be a fun experience that will make him a man. The pay is eleven dollars a month, much more than he makes working on the farm. Charley trains and learns to be a soldier.

Upon leaving the camp, the mean are treated as heroes even before they leave town, accompanied by much cheering and flag waving. Charley feels great, and spirits are high. However, not long after, he finds himself in his first battle. The Union soldiers lose badly. He is caught in the middle of violent suffering and death, and he cannot believe what is happening so suddenly all around him. When the battle is over, hundreds of his comrades had been killed, and Charley and the other survivors are stunned. It is eventually named the Battle of Bull Run. A camp is created near Washington and eventually reaches ninety thousand men.

Charley becomes part of the day to day routine of the camp. He and others forage the farms in the area for food and eventually build log houses to live in during the approaching winter. However, many men get diseases such as dysentery and die in the camp. During the time here, Charley participates in one nearby battle against the Rebel Soldiers. The Union wins, but not without losing many men. One of them is a man whom Charley befriended only hours before. His name is Nelson, and he is shot in the stomach. Nelson knows the surgeons do not have the skills or time to mend his wound and that he will be left to die.

As a result, he kills himself on the battlefield as the other soldiers leave for the return march to the camp. Charley takes part in a battle near Richmond, Virginia where the Confederate Army uses its mounted calvary to charge Charley and the Union soldiers. Nearly one hundred men on horseback charge six hundred foot soldiers. Charley and the others are told to shoot the horses in our to defeat the cavalry, and they do so, killing every horse and man. Next, Charley participates in the Battle of Gettysburg, the final battle of the war. Here he has the protection of rocks, and logs, and a large force of artillery behind him.

Most of the charging Rebel soldiers are killed in the lines as they attack, but some eventually get close. Charley participates in a hand to hand battle with bayonets. He is finally wounded, and after being patched up as well as possible, he is sent home to Minnesota. Charley is a broken man in Winona, Minnesota. He can barely walk with a cane. He constantly passes blood, and his mental health has been affected severely. He contemplates suicide but he decides to hold on to his dreams of the war a while longer. He later dies of complications of the war wounds at the age of 21.

The American Revolution Women’s lives began to change significantly with the American Revolution. Every war means more women taking charge during the absence and after the deaths of husbands and fathers, their active role in the war was very important. After the war, talk of rights raised issues of women’s rights education. Religions also play an important role for women in the American Revolution. Women’s roles were limited in the colonial times. Marriage and motherhood were the primary goals for women. They lost property and legal rights upon marriage; therefore, women were not expected to participate in the war.

Despite their low positions in society, women did participate. One example was Pennsylvania Mary Hays McCauley carried water to troops in battle. When her husband fell at the battle, New Jersey, in 1778, she took his place. For this action, she receives a pension from the state of Pennsylvania for all the services rendered in the revolution war. On the home front, they sewed uniforms and knitted stockings for the soldiers. With their husbands away fighting, some women had to take over as weavers, carpenters, blacksmiths, or shipbuilders.

Women had to adjust to be alone and to handling the day to day affairs of running a farm or managing a business in a husband’s absence. Their independence management proved to be one of their most significant roles in the revolution era. Dubois, E, C, Dumenil, L (2005). “Through women’s eyes”, page 80- 84. The revolution affected the lives of Native American women. They gained some independence from their confining roles because of their efforts in the war and in maintaining their communities in the men’s prolonged absences.

The necessity to improve education accelerated after the war, for practical and ideological reason. The American believed that a new republic needed an educated people. As the new nation began the long process of industrialization, this complex economy required to have better skills. Some critics disagree with the education for women since they believed that fully educated women would make them less feminine, but others agree that women needed for education was very important because of the vital roles in educating their children.

The new thinking about the importance to educate women was very important; many different schools were design for middle class. They agree that education for women could help them to instruct their son in the principles of patriotism, could make a better home, better wife for a happy marriage. Some women became writers, missionaries and even teachers. Dubois, E, C, Dumenil, L (2005), page 95-96. For African American women, the revolution left a differently legacy. At the end of the war, many slaves were sold into slavery again.

For some African American who had not joined the British, the most important legacy was the freedom. The ideological issue at the center of the revolution encourages some whites American to examine the institution of slavery. African American were active participants in the emancipation process. In 1781 Elizabeth Freeman petitioned a Massachusetts county court for her freedom. She suit, combined with several others. In others places like Vermont provide immediate emancipation. Still discrimination limited their opportunities. Most women work at jobs similar to those they had when they were salves.

As they worked at their job and cared for the family, many free black women participated in building their church. These institutions were a source of strength and pride for the community. Dubois, E, C, Dumenil, L (2005), page 88-90. In addition to education, religion plays an important role in white women in the eighteen century. The Great Awakening established churches with different denomination like Methodist, Baptist and others. Women voices were heard in their churches, they also made their presence known by their physical manifestations of the spirit. Little by little women were able to speak openly in the churches.

In the South the separate Baptist permitted women official roles appointing them as deaconesses and eldresses, their role in churches were very important. Throughout her life, she continued to exert considerable influence within her congregation. For African American religion also touched the lives of many women. Yet during and after the revolution, the Great Awakening had an impact on slave’s women lives. A few evangelical churches condemned the institution of slavery. In the eighteen-century evangelical churches, black women were not permitted to be preachers; they were able to create a sphere of influences and power for them.

This role was very important in the nineteenth century when the majority of slaves had adopted Christianity. Dubois, E, C, Dumenil, L (2005), page 99-101 In conclusion, women contributed a great deal to the American Revolution. Their actions on the home front and on the battlefields relieved the men from the extra planning, mobilizing, and combating that they would have had to execute without the help of the women. This allowed the Continental Army to fully concentrate on defeating the British and acquiring sovereignty.

America could not have been the powerful independent nation it is today without the service of the women. The truth is, women were fiercely active in the independence cause and made gains for themselves. Nguyen, T, A. “Women in revolution”. Women in the eighteen century have played an important role of ideology, work and sacrifice. Their roles help to expand more opportunities for a better future. Reference: Dubois, E, C (2005). Through women’s eyes. Boston, NY: Bedford/ST. Martin. Nguyen, T, A. Women in revolution, from http://www. americanrevolution. org/nguyen. html