Program Title: Yorktown
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: 4-8
Site Limit: 10 Schools
Additional Information
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Description:  The story of the people of the small town of York during the Revolutionary War siege in October, 1781, the ripples it caused internationally and how it defined future events.  How the military men planned, how the soldiers fought and how civilians fared.

Social Studies Standards

4-5

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.

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.

3. compare influential people and events in the American Revolution, such as King George, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, and Patrick Henry.
4. describe military strategies that resulted in the defeat of the British.
5. identify the steps in the formation of the new government in terms of British and Colonial belief in representative government as demonstrated in the Magna Carta, English Bill of Rights, the Mayflower Compact, and the Articles of Confederation; the philosophy of government expressed in the Declaration of Independence; the U.S. Constitution and Bill of Rights; and the separation of powers in the federal government and the powers reserved for states.

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.

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

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.

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.

1. define and list examples of various forms of government, including a democracy, republic, monarchy, and dictatorship.

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.

Indicator 2: Evaluate the impact of historical events, and documents on the formation of the United States government.

1. discuss democratic principles in regard to political parties and their symbols.
2. interpret patriotic slogans, excerpts from notable speeches, and documents in United States history through the Civil War, such as "give me liberty or give me death" by Patrick Henry, "remember the Alamo," Gettysburg Address, Preamble to the Constitution, and Declaration of Independence.

Goal 4 – ECONOMICS

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

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

Social Studies Standards

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

1. identify and explain the sources of conflict which led to the American Revolution with emphasis on Proclamation of 1763, Stamp Act, Townsend Acts, and tax on tea.

5. analyze the reasons why the colonies were able to defeat the British.
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.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

1. describe the successes and problems of the government under the Articles of Confederation.
2. contrast the differing points of view and compromises reached in the writing of the Constitution in 1787.

(NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.)

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