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Sarah Margu: A Child of the Amistad (6 - 8)

Last changed: 08/13/2021 7:23pm
6 , 7 , 8
Theater Social Studies
Grade Level Program Access
1 90 min
In-School Workshop Performance - one woman show in authentic period clothing and limited prop set. Performance may be attended by entire grade level or combined classes of a grade level.
All year. In-School, Virtual
$10 52
no Phone , Email
All performance-related costumes, equipment.
paper, pencils or electronic devices to take notes from performance.
Auditorium or large space (combined classrooms)
I can identify key details in Sarah Margu story. I can make connections between a piece of history and a performance. I can identify dialogue that helps to advance the plot.
In this program students will have their minds activated as they are taken back in time on a journey to see how social injustices effected not only adults, but children and how children played a role in the decisions that effected their future. They will also discover what it is like to go from the most familiar to the unknown as they observe this one woman show.

Freedom Once Taken: The Amistad Story:

Perhaps the most famous court case ever heard at Connecticut’s Old State House was the case of La Amistad. Students make a personal connection with the story as they explore the events of the trial from Hartford to New Haven to the U.S. Supreme Court, and learn about the people involved in the case in the fall of 1839. Students discuss the Atlantic slave trade, discover the stories of those involved in this ground-breaking trial, and debate whether or not justice really was served. Modified for age groups. Participatory re-enactment and primary source activities available.

To enrich the student experience, local actress Tammy Denease (Historical Firsts) portrays Sarah Margu, one of the children held captive aboard the Amistad. Her theatrical performance, a 45-minute program delivered in your classroom followed by a 15 minute Q & A.

These programs will also be offered virtually and I will be able to submit materials so they can interact with the artists.
Please inquire further if you are interested in seeing this performance in the Courtroom at Connecticut’s Old State House following the Freedom Once Taken program.
Time: 90 min program + 45 minute performance
Group size: Minimum 15 students, Maximum 60 students
Visit www.ctoldstatehouse.org for more information on Connecticut's Old State House School Program

Grade 6

Grade 6: Reading Literature: Key Ideas and Details #3: Describe how a particular story’s or drama’s plot unfolds in series of episodes as well as how the character respond or change as the plot moves toward a resolution.
Grade 6: Content Suggestion: World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying China might include the Han Dynasty, Communist Revolution and modern China. In that Grades 6-7 will provide a student’s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials: Strand 1.3 - Significant events and themes in world
history/international studies: GLE #6: Analyze how specific individuals and their ideas and beliefs influenced world history.
Grade 6: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
B. Investigate the time period and place of a drama/theatre work to better understand performance and design choice.

Grade 7

Grade 7: Reading Literature: Key Ideas and Details #3: Analyze how particular elements of a story or drama interacts (e.g. how setting shapes the character or plot).
Grade 7: Content Suggestion: World Regional Studies of three or four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying Latin America might include the Mayan Empire, Independence movements of the 19th Century, and modern Latin America. Just as in Grade 6, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials: Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view: GLE #3: Compare, contrast and evaluate two or more views of a contemporary national issue (e.g. immigration, economy, energy, civil lib-erties)
Grade 7: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
A. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historic context

Grade 8

Grade 8: Reading Literature: Key Ideas and Details #3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Grade 8: Content Suggestion: The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials: Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative point of views: GLE #4: Analyze options available to an individual in a historical or contemporary situation.
Grade 8: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
a. Examine a community issue through multiple perspectives in a drama/theatre work.
Get to Know Our Arts Provider:

Tammy Denease

http://www.hiddenwomen.org/