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Learning Your Lessons in Early America

by  Connecticut Historical Society

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In this program students will explore the different ways children learned in colonial New England through primary source images, objects, and journals from the CHS collection. Students will explore how learning took place at home, at school, and at work. Students will compare and contrast education today and long ago regarding learning environments, tools and supplies used in the “classrooms,” and how education differed for boys and girls. 

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


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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) 3, 4, 5

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 field trip. There is no charge if your program is cancelled due to weather or unforeseen technical problems.

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 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 and build background on the history of schooling in early America.
2. Students examine the tools used by the youngest students in early schools to infer information about the values of the society in which they lived.
3. Next the class uses a variety of sources to differentiate the ways in which girls and boys were educated at the time.
4. Students then participate in sample lessons to experience first-hand what and how early American students were taught.
5. The program concludes with a summary comparison of schools today vs. schools long ago.

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 learning that exist today.
2. Explain the purpose of different types of learning tools used by children in early America.
3. Compare their daily lives to those of children in colonial America.

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 and Secondary Social Studies Frameworks

HIST 3.2 Compare life in specific historical time periods to life today.
HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.
HIST 3.7 Compare information provided by different historical sources about the past.

ECO 3.3 Explain why individuals and businesses specialize and trade.

HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
HIST 4.3 Use evidence to develop a claim about the past.

HIST 5.2 Compare life in specific historical periods to life today.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
HIST 5.6 Compare information provided by different historical sources about the past.
HIST 5.10 Use evidence to develop a claim about the past.

ECO 5.3 Explain why individuals and businesses specialize and trade.