Format
1. The program begins with an introduction to activate students' prior knowledge and build background on life colonial New England.
2. Through close-looking at historic objects and images and movement activities, students explore the different ways children from colonial and Native families learned at home.
3. Students then examine primary source images and objects to learn about colonial schools and the difference in schooling for boys and girls from colonial families. This includes close-looking at typical "school supplies" and lessons from the time period.
4. Students are then introduced to learning at work through apprenticeships. Students do a matching activity to learn about the different colonial trades.
5. The program concludes with a review of the different learning pathways and time for questions.
Objectives
Students will be able to:
1. Describe the different types of education available to children in early America.
2. Compare and contrast their lives to those of children in colonial America.
3. Describe one historical artifact and its use in colonial culture.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.3.RI.1 -- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.3.RI.2 -- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.
CCSS.ELA-LITERACY.4.RI.1 -- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.4.RI.2 -- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.2 -- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.5.RI.1 -- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.5.RI.2 -- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
State Standards
Connecticut Elementary Social Studies Standards
3.His.2.b Describe the lived experiences of diverse cultural groups by comparing life in specific historical time periods to life in Connecticut today.
3.His.10.a Compare information provided by different historical sources about an event or issue in Connecticut's history.
3.Civ.6.b Describe ways in which families and communities in early United States history were organized to promote mutual benefit and address challenges.
3.Geo.4.b Explain the ways in which Northeastern Woodland Native American tribes and ethnic enclaves of Connecticut have worked to preserve their cultural identity over time.
5.His.5.a Explain how the culture and experiences of African, Indigenous, and European people influenced their perspectives during the Age of Exploration.
5.Civ.6.a Describe gender roles within and among Black, Indigenous, and European communities in early United States History.