In Colonial Williamsburg's Soldier
of Liberty Electronic Field Trip, you can experience the everyday
life of a soldier on the eve of the American Revolution by enlisting in
the 2nd Virginia Regiment with Nathaniel Hutcheson, a young recruit.
For: Fourth through eighth grades
Cost: $100 per school.
For full access is for subscribing schools only. Go to Colonial Williamsburg's Web site
or call 1-800-761-8331 for
- Teacher Materials: Background information, three lesson plans,
- Internet Resources: Online learning activities, Video preview
(QuickTime and Windows Media Formats), Email a Question; Online discussion
forums, Bibliography, Internet links.
- Live video broadcast: 10-11 am ET and 1-2 pm ET October 9,
2003, available on many PBS stations across the country. Also available
via live video streaming over the Internet.
This page outlines of the video program and
Web activities. For a sample of the latter, go to the Eyewitness
Video Theater, where you can watch videos that students created
in the online Eyewitness Videoshop activity.
- Segment One
- Web Activity: Choices, Choices...
Take a personality quiz to match yourself with a colonial facing
a great decision about the impending Revolution. Will you make the
same choices as they did?
Choosing Revolution. In the summer of 1775, 20-year-old
Nathaniel Hutcheson and two of his friends discuss events in the
colonial capital of Williamsburg. Governor Dunmore has fled the
palace over the incident of the stolen gunpowder. The boys debate
joining the militia, but a reluctant Nathaniel departs to visit
a girl he has been courting, Penelope Sheraton. At the Sheraton
household, he finds that Penny and her family are stout supporters
of Governor Dunmore and are leaving for Norfolk, where Mr. Sheraton
plans to train in the governor's militia. Nathaniel then enlists
in the 2nd Virginia regiment, where he and his friends learn military
drill and live in camp.
- Segment Two
Activity: Outfitting the Troops. War has come,
and Patrick Henry assigns you to outfit the troops. Explore the
magazine to learn about the many weapons and other item s available,
then decide what to purchase for the militia. Make wise selections
or the army is doomed!
- Video: The Making of a Soldier.
After months in the militia, Nathanial's romantic notions of fighting
for his beliefs are tarnished by guard duty in the cold and wet.
In a letter from his mother, Nathanie learns that Mattey, one of
the family's slaves, has run off to fight for Dunmore in the Ethiopian
Company to earn his freedom. Meanwhile, the Sheratons have settled
into Norfolk, where Penelope is being introduced to fine British
soldiers. Finally,on December 9, 1775, the scene for the battle
of Great Bridge is set. As the British army, loyalist militia, and
Ethiopian Company march across a narrow causeway, Nathaniel and
the 2nd Virginia regiment open fire.
- Segment Three
The Aftermath. When the battle clears, we learn of several
dead or wounded British troops. Nathaniel finds Mr. Sheraton with
a terrible musket wound which will require his leg to be amputated.
In a vulnerable moment, Mr. Sheraton confides to Nathaniel that
he always thought he would make a fine son-in-law. Several months
pass, and Nathaniel is put in charge of training new soldiers.
- Web Activity: Eyewitness Videoshop.
Make a video about the Battle of Great Bridge and share it with
others online. Select clips from the Soldier of Liberty video program
and arrange them to tell your story. Then write captions and choose
a musical soundtrack from period compositions ranging from fife
and drum to Mozart. Then invite your friends, family, and even your
teacher to watch your video onlineand even submit it to the
Eyewitness Video Theater for the whole world to enjoy!
Video Theater. Watch
student videos in this online theater. Freely accessible to the
publicsee the best student videos!
Standard 1. Chronological Thinking
A. Distinguish between past, present and future time.
B. Identify in historical narratives the temporal structure of a historical
narrative or story.
C. Establish temporal order in constructing historical narratives of their
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Reconstruct patterns of historical succession and duration.
Standard 2. Historical Comprehension
A. Reconstruct the literal meaning of a historical passage.
B. Identify the central question(s) the historical narrative addresses.
C. Read historical narratives imaginatively.
D. Evidence historical perspectives.
F. Utilize visual and mathematical data presented in charts, table, pie
and bar graphs, flow charts, Venn diagrams, and other graphic organizers.
G. Draw upon visual, literary, and musical sources.
Standard 3. Historical Analysis and Interpretation
A. Identify the author or source of the historical document or narrative.
B. Compare and contrast differing sets of ideas, values, personalities,
behaviors, and institutions.
C. Differentiate between historical facts and historical interpretations.
D. Consider multiple perspectives.
E. Analyze cause-and-effect relationships and multiple causation, including
the importance of the individual, the influence of ideas, and the role
F. Challenge arguments of historical inevitability.
G. Compare competing historical narratives.
J. Hypothesize the influence of the past.
Standard 4. Historical Research Capabilities
A. Formulate historical questions.
B. Obtain historical data.
C. Interrogate historical data.
D. Identify the gaps in the available records, marshal contextual knowledge
and perspectives of the time and place, and construct a sound historical
Standard 5. Historical Issues-Analysis and Decision-Making
A. Identify issues and problems in the past.
B. Marshal evidence of antecedent circumstances and contemporary factors
contributing to problems and alternative courses of action.
E. Formulate a position or course of action on an issue.
F. Evaluate the implementation of a decision.
about Colonial Williamsburg's Electronic Field Trips
© 2003 The Colonial Williamsburg Foundation
developed by Educational Web Adventures