Patrick Griffin – författare

Between Sovereignty and Anarchy considers the conceptual and political problem of violence in the early modern Anglo-Atlantic, charting an innovative approach to the history of the American Revolution. Its editors and contributors contend that existing scholarship on the Revolution largely ignores questions of power and downplays the Revolution as a contest over sovereignty. Contributors employ a variety of methodologies to examine diverse themes, ranging from how Atlantic perspectives can redefine our understanding of revolutionary origins, to the ways in which political culture, mobilization, and civil-war-like violence were part of the revolutionary process, to the fundamental importance of state formation for the history of the early republic.

The editors skillfully meld these emerging currents to produce a new perspective on the American Revolution, revealing how America—first as colonies, then as united states—reeled between poles of anarchy and sovereignty. This interpretation—gleaned from essays on frontier bloodshed, religion, civility, slavery, loyalism, mobilization, early national political culture, and war making—provides a needed stimulus to a field that has not strayed beyond the bounds of "rhetoric versus reality" for more than a generation. Between Sovereignty and Anarchy raises foundational questions about how we are to view the American Revolution and the experimental democracy that emerged in its wake.

Contributors: Chris Beneke, Bentley University · Andrew Cayton, Miami University · Matthew Rainbow Hale, Goucher College · David C. Hendrickson, Colorado College · John C. Kotruch, University of New Hampshire · Peter C. Messer, Mississippi State University · Kenneth Owen, University of Illinois at Springfield · Jeffrey L. Pasley, University of Missouri, Columbia · Jessica Choppin Roney, Temple University · Peter Thompson, University of Oxford

Born of clashing visions of empire in England and the colonies, the American Revolution saw men and women grappling with power— and its absence—in dynamic ways. On both sides of the revolutionary divide, Americans viewed themselves as an imperial people. This perspective conditioned how they understood the exercise of power, how they believed governments had to function, and how they situated themselves in a world dominated by other imperial players.

Eighteenth-century Americans experienced what can be called an "imperial-revolutionary moment." Over the course of the eighteenth century, the colonies were integrated into a broader Atlantic world, a process that forced common men and women to reexamine the meanings and influences of empire in their own lives. The tensions inherent in this process led to revolution. After the Revolution, the idea of empire provided order—albeit at a cost to many—during a chaotic period.

Viewing the early republic from an imperial-revolutionary perspective, the essays in this collection consider subjects as far-ranging as merchants, winemaking, slavery, sex, and chronology to nostalgia, fort construction, and urban unrest. They move from the very center of the empire in London to the far western frontier near St. Louis, offering a new way to consider America’s most formative period.

Looking at America through the Irish prism and employing a comparative approach, leading and emerging scholars of early American and Atlantic history interrogate anew the relationship between imperial reform and revolution in Ireland and America, offering fascinating insights into the imperial whole of which both places were a part. Revolution would eventually stem from the ways the Irish and Americans looked to each other to make sense of imperial crisis wrought by reform, only to ultimately create two expanding empires in the nineteenth century in which the Irish would play critical roles.

Contributors Rachel Banke, Illinois Mathematics and Science Academy * T. H. Breen, University of Vermont * Trevor Burnard, University of Hull * Nicholas Canny, National University of Ireland, Galway * Christa Dierksheide, University of Virginia * Matthew P. Dziennik, United States Naval Academy * S. Max Edelson, University of Virginia * Annette Gordon-Reed, Harvard University * Eliga Gould, University of New Hampshire * Robert G. Ingram, Ohio University * Peter S. Onuf, University of Virginia * Andrew J. O’Shaughnessy, International Center for Jefferson Studies at Monticello * Jessica Choppin Roney, Temple University * Gordon S. Wood, Brown University

More than 100,000 Ulster Presbyterians of Scottish origin migrated to the American colonies in the six decades prior to the American Revolution, the largest movement of any group from the British Isles to British North America in the eighteenth century. Drawing on a vast store of archival materials, The People with No Name is the first book to tell this fascinating story in its full, transatlantic context. It explores how these people--whom one visitor to their Pennsylvania enclaves referred to as ''''a spurious race of mortals known by the appellation Scotch-Irish''''--drew upon both Old and New World experiences to adapt to staggering religious, economic, and cultural change. In remarkably crisp, lucid prose, Patrick Griffin uncovers the ways in which migrants from Ulster--and thousands like them--forged new identities and how they conceived the wider transatlantic community. The book moves from a vivid depiction of Ulster and its Presbyterian community in and after the Glorious Revolution to a brilliant account of religion and identity in early modern Ireland. Griffin then deftly weaves together religion and economics in the origins of the transatlantic migration, and examines how this traumatic and enlivening experience shaped patterns of settlement and adaptation in colonial America. In the American side of his story, he breaks new critical ground for our understanding of colonial identity formation and of the place of the frontier in a larger empire. The People with No Name will be indispensable reading for anyone interested in transatlantic history, American Colonial history, and the history of Irish and British migration.

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs). 

The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. Italso illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.