Program Title: For Ready Money
Program Length: 60 Min
Delivery Method: Video Conferencing
Note: Fair use copyrights apply – any taped copy of this program may be kept and viewed for 10 days ONLY.
Program Provider:  Colonial Williamsburg
Audience:  Grades 4 – 8
Site Limit:10 Schools
Additional Information
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Description:  Join a young merchant apprentice as he learns his lessons in money and accounts. Just as today, everyone in colonial America from gentleman to slave had access to coins, bills, notes, and credit. Discover how the colonial economy worked.

Social Study Standards

Grades 4-6

Goal 1 – HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

Fifth Grade

1.  describe life in America before the 17^th century by identifying and describing the arrival, settlement, and culture of the first Americans, including Indians of the Northwest, Southwest, Plains, Eastern Woodlands, and Middle America; and inferring how climate and geography influenced the way various Indian tribes lived.

2.   locate the routes and evaluate early explorations of the Americas in terms of reasons for explorations, obstacles and accomplishments of key expeditions from Spain, Portugal, France, and England; life changing impact on the first Americans; and competition that developed among European powers for control

7.  summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.

8.  describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South of North America.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

Fifth Grade

1.  relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.

2.  describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

Social Studies Standards

Grades 4-5

Goal 2 – GEOGRAPHY

Students will understand the interrelationships of people, places, and the environment.

Indicator 2: Analyze the relationships among the natural environments, the movement of peoples, and the development of societies.

Fifth Grade

1.  examine the impact of human migration upon the state and region.

2.   explain the geographic perceptions explorers had of the New World with regard to mountains, rivers, and woodlands.

Social Studies Standards

Grades 4-5

Goal 3 – CIVICS (Government)

Students will understand the historical development and contemporary role of governmental power and authority.

Indicator 1: Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

Fourth Grade

1.  compare the changing roles and cultures of the individuals’ role according to gender, age, and occupation in various groups, such as family, community, and social class structure.

Fifth Grade

3.  identify examples from history of conflicts over rights, how the conflicts were resolved, and the important people who helped resolve them from colonial times through the Civil War with emphasis on the Revolutionary War and the Civil War.

Social Studies Standards

Grade 4-5

Goal 4 – ECONOMICS

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

Fourth Grade

1.  identify how government pays for the goods and services it provides (taxing and borrowing).

Fifth Grade

1.  summarize the role of supply and demand in early United States history.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

Fifth Grade

1.  analyze the economic differences between the North and South during the Civil War period.

2.  describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

Social Studies Standards

Grade 6-8

Goal 3 – UNITED STATES HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships

6.  analyze the settlement patterns of the American people from the late 1700s to the mid-1800s focusing on how and why the land was acquired and settled, to include Louisiana Purchase, Florida, Oregon, and Texas.

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