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Communities in Action: People Helping People

from Connecticut Historical Society

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Why do people work? Where do people work? How can people help others through the work they do? Students will compare and contrast community work pathways from long ago and today. Using primary sources, images, and engaging activities, students will uncover the many ways in which these types of essential work have changed over time and what key elements remain the same.


This program has been made possible in part by a major grant from the National Endowment for the Humanities: Exploring the human endeavor.


Program Rating

This program has not yet been evaluated.


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About This Program

Cost

By Request: $100.00


Discounts available for Priority and Title 1 School Districts.

Length

45 minutes


Target Audience

Education: Grade(s) 1, 2, 3

Minimum participants:

10

Maximum participants:

30


Primary Disciplines

Social Studies/History


Program Delivery Mode

Zoom- please contact us for other platforms



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancellations must be made at least 48 hours prior to the scheduled virtual field trip. There is no charge if your program is cancelled due to weather or unforeseen technical issues.

About This Provider

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Connecticut Historical Society

Hartford, CT
United States

The Connecticut Historical Society is a private, independent, not-for-profit educational organization founded in 1825. Located at One Elizabeth Street in Hartford, CT, the CHS is home to a museum and library, the Waterman Research Center, and the Connecticut Cultural Heritage Arts Program - the state's folk and traditional arts initiative.

Ths CHS's mission is connecting you and the stories of Connecticut. Its vision is a society that values historical perspective and understanding as essential tools in connecting with others, shaping communities, and making informed decisions. To accomplish that, the CHS serves tens of thousands of people annually through adult, youth and family educational programs, as well as tours, exhibitions, and library and research services. The organization's renowned collection includes more than 4 million manuscripts, graphics, books, and other materials accessible at its Hartford campus and on loan at other organizations.

Contact:
Rebecca Gross
rebecca_gross@chs.org
860-236-5621, x. 232

Program Details

Format

1. The program begins with a discussion to activate students' prior knowledge of the concept of "communities" and to introduce the idea of work that is essential to communities,
2. Next, students use primary sources to "travel back in time" and investigate the different types of essential work done in communities over time.
3. Students then apply what they've learned during a movement-based activity.
4. The program concludes with a review and time for questions and answers.

Objectives

Students will be able to:
1. Explore the reasons why people work and investigate the various types of work needed in communities today and in the past.
2. Compare and contrast community work from the past with related career pathways in today’s global society.
3. Enhance their awareness of career pathways needed by communities in the future.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.1.RI.7 -- Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.1.SL.1 -- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.1.SL.2 -- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-LITERACY.2.RI.7 -- Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.2.SL.2 -- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.2.SL.3 -- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.3.RI.7 -- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

State Standards

Connecticut Elementary Social Studies Frameworks:
HIST 1.1 Compare life in the past to life in the present.
HIST 1.4 Identify different kinds of historical sources.
HIST 1.5 Explain how historical sources can be used to study the past.
CIV 1.2 Explain how all people, not just official leaders, play an important role in a community.
CIV 1.9 Describe how people have tried to improve their communities over time.
ECO 1.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.
ECO 1.4 Explain how people earn income.
HIST 2.2 Compare life in the past to life today.
HIST 2.6 Identify different kinds of historical sources.
HIST 2.7 Explain how historical sources can be used to study the past.
CIV 2.7 Describe how people have tried to improve their communities over time.
ECO 2.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.
HIST 3.2 Compare life in specific historical time periods to life today.
HIST 3.6 Summarize how different kinds of historical sources are used to explain events in the past.
HIST 3.7 Compare information provided by different historical sources about the past.
CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.