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Stowe Center Experience

Last changed: 05/03/2018 10:35am
K , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8
Theatre Social Studies English
Grade Level Program Access
1 45 min
The tour is 45 minutes in length for grades K - 2. The tour is 60 minutes in length for grades 3 - 8. The length of stay offsite depends on the number of students. A group of 50 students would be offsite for around 2 hours.
Offsite Tour
Harriet Beecher Stowe Center 77 Forest Street Hartford, CT
All year
$0 0
no Phone , Email , In-Person
Journal for younger students and a teacher resource packet
None.
None
I can describe a personal connection to the Stowe House tour experience. I can describe similarities between social issues in the past and social issues today. I can identify a way to take action on a local problem. I can describe my personal responses to the stories and events seen and heard on the tour. I can describe the way a book, play, poem, or movie can have impact.
The Stowe House Experience explores the life of Harriet Beecher Stowe, her anti-slavery novel Uncle Tom’s Cabin, its impact and connection to contemporary social issues with K-8 students. Museum educators use inquiry, critical thinking skills and storytelling to engage students in discussions on tours. Students will be guided through Stowe’s Hartford home, where each room acts as a spring board to explore and understand the motives that led Stowe to write Uncle Tom’s Cabin and the impact of her novel leading up to the Civil War and today. The tour begins with a prompt for students to consider and share a book, movie, or play that has changed the way they thought about a social issue. As students are guided through the house, storytelling, multimedia, and a hands-on look at primary sources from the past will prompts questions, discussion, connections and ideas to shaping the future.
Transportation reimbursement up to $150 is available on a first come, first served basis.
The Stowe Center requires 1 chaperone for every 10 students. Parents are welcome to attend the visit as a chaperone.

Grade K

Grade K: History: Change, Continuity and Context K.2 Generate questions about individuals and groups who have shaped a significant historical change.
Grade K: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
 A. With prompting and support, identify preferences in dramatic play, a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.

Grade 1

Grade 1: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade 1: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
 A. Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.

Grade 2

Grade 2: History: Historical Sources and Evidence: 2.6 Identify different kinds of historical sources
Grade K – 2: Inquiry: K–2.16 Identify ways to take action to help address local, regional, and global problems
Grade 2: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
 A. Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.

Grade 3

Grade 3: History: Historical Sources and Evidence: 3.7: Compare information provided by different historical sources about the past.
Grade 3: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.

Grade 4

Grade 4: History: Historical Sources and Evidence: 4.8 Infer the intended audience and purpose of a historical source from information within the source itself
Grade 4: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Grade 5

Grade 5: History: Historical Sources and Evidence: 5.8: Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
DIMENSION 4: COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION Grade 3 – 5: Inquiry: 3–5.16 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
Grade 5: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Explain how drama/theatre connects oneself to a community or culture.

Grade 6

Grade 6: Civics: Processes, Rules and Laws: 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.

Grade 7

Grade 7: Civics: Processes, Rules and Laws: 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Grade 8

Grade 8: Civics: Processes, Rules, and Laws: 8.4 Compare historical and contemporary means of changing societies, and promoting the common good.
DIMENSION 4: COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION Grade 6 – 8: Inquiry: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levels of power, strategies, and potential outcomes
Grade 8: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Examine a community issue through multiple perspectives in a drama/theatre work.