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Going to School in Early America

from Connecticut Historical Society

Program image

What was it like to go to school long ago? In this interactive program, students will explore a typical school day for children in early New England through movement, historic images, and reproduction objects. Students will compare their own experiences in school to those of children in the past as they investigate who attended school, what subjects were taught, and what school supplies children used.  


This program has been made possible in part by a major grant from the National Endowment for the Humanities: Democracy demands wisdom.

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

1 hour


Target Audience

Education: Grade(s) Kindergarten, 1, 2

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 problems.

About This Provider

Content Provider logo

 

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 to cultivate a deep understanding of the history and culture of Connecticut, and its role in America and the world, through reflection of the past, active engagement with the present, and innovation for the future through our collections, research, educational programs, and exhibitions. The vision is to work with an inclusive audience to promote historical and cultural perspectives as essential tools to connect with others, shape communities, and make informed decisions.. To accomplish this, 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 an introduction to activate students' prior knowledge of life long ago.
2. Students investigate a typical morning for an early American child, focusing on what clothing s/he might wear, and then participate in a game of charades related to what chores s/he might do.
3. Students explore primary source images to imagine what schools looked like long ago and role play in-school behavior expectations.
4. Students "try out" the different subjects colonial students studied and investigate the tools students might have used, including a hornbook, a New England Primer, and a slate.
5. Students complete a geography puzzle based on those done by students long ago.
6. The program ends with a review and time for questions and answers.

Objectives

Students will be able to:
1. Identify the different types of education available to children in early America and how they differed from the types of schools that exist today.
2. Explain the purpose of different types of school tools used by children in early America.
3. Compare their days in school to those of children going to school in early America.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.1.RI.1 -- Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.1.RI.10 -- With prompting and support, read informational texts appropriately complex for grade 1.
CCSS.ELA-LITERACY.1.RI.2 -- Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.1.RI.4 -- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
CCSS.ELA-LITERACY.1.RI.6 -- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
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.4 -- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.2.RI.6 -- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
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.K.RI.1 -- With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.K.RI.10 -- Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-LITERACY.K.RI.4 -- With prompting and support, ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.K.SL.1 -- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.K.SL.2 -- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.K.SL.3 -- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS.ELA-LITERACY.K.SL.6 -- Apply audibly and express thoughts, feelings, and ideas clearly.

State Standards

Connecticut
Social Studies
HIST K.1 Compare life in the past to life today
HIST K.5 Explain how historical sources can be used to study the past.
HIST 1.1 Compare life in the past to life in the present.
HIST 1.3 Compare perspectives of people in the past to those in the present.
HIST 1.5 Explain how historical sources can be used to study the past.
HIST 2.2 Compare life in the past to life today.
HIST 2.4 Explain perspectives of people in the past to those of people in the present.
HIST 2.7 Explain how historical sources can be used to study the past.