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Freedom and Agency Tour

Last changed: 07/09/2024 5:24pm
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Harriet Beecher Stowe Center
K , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8
Visual Art Social Studies English
Grade Level Program Access
1 other
The number of students visiting determines the length of the visit time. The Stowe Center can host a maximum number of 42 visitors per group, per day. Groups of 24 or more should plan to spend a minimum of 1.5 hours on site, including an additional program.
Groups larger than 42 are welcome to book visits that span more than one day. Joint visits with the Mark Twain House and the Stowe Center are also available to book through the Mark Twain House.
Offsite Tour

Harriet Beecher Stowe Center
77 Forest Street
Hartford, CT 06105
November-March: Tuesday and Thursday mornings and afternoons, and Friday afternoons only Please inquire if these times do not meet the needs of your classroom. Contact adurkin@stowecenter.org. Offsite,
$5 10
no In-Person , Email , Phone , Other
I CAN describe a personal connection to the Freedom and Agency Tour experience. I CAN describe similarities between justice issues in the past and justice issues today. 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.

I CAN talk about Black history in the United States.
I CAN share what I think freedom means.
I CAN name at least one book written to make positive change.
I CAN share a story about someone who worked for freedom for all.
I CAN use my voice, my words, and my art to make positive change now.
I CAN share how I want the world to see me.
It took a community of activists to end slavery in the United States. This tour explores the life of Harriet Beecher Stowe alongside the larger history of U.S. anti-slavery activism. Throughout her life, before and after her authorship of her famous anti-slavery novel, Uncle Tom’s Cabin, Harriet Beecher Stowe was connected to a wide variety of Black freedom seekers, writers, and abolitionists, including Gad Asher, James Bradley, and Harriet Jacobs. By exploring this constellation of Black activists from the Colonial Era through the Civil War and Reconstruction, this tour connects local Connecticut history to our national story. Students will engage with a diverse array of historical figures that advocated for freedom and equality. Through this dynamic exploration of the past, students will be encouraged to reflect on how they themselves are capable of building communities that promote justice today.
Limited transportation reimbursement is available on a first-come basis. Please inquire at time of booking, Thank you!
The Stowe Center requires 1 chaperone for every 5 students ages 5-12.

Grade K
K.Civ.6.a. Describe how community members work together to accomplish tasks to make their community a better place (e.g., municipal meetings, volunteering, belonging to community organizations).
CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Creating: generate and conceptualize artistic ideas and work.
Responding: perceive and analyze artistic work.

Grade 1
1.Civ.14.a. Explain how people have worked to improve their communities in the past and present (e.g., supporting local businesses, conserving land for recreation and wildlife protection, philanthropy).
1.His.3.a. Generate questions about significant individuals or groups from the past in our community or nation (e.g., political/military leaders, significant individuals determined by gender, race, and/or religion).
Creating: generate and conceptualize artistic ideas and work.
Responding: perceive and analyze artistic work.

Grade 2
2.His.9.a. Identify sources that can be used to learn about past and present national, state, and local leaders (e.g., articles, books, diaries, photographs, videos).
2.His.12.a. Develop questions about a historical source as it pertains to a significant person, event or development (e.g., purpose, reliability, perspectives represented).
Creating: generate and conceptualize artistic ideas and work.
Responding: perceive and analyze artistic work.

Grade 3
3.His.3.a. Generate questions about individuals and groups who represented communities committed to change in Connecticut (e.g., Thomas Hooker, Nathan Hale, Rev. James W. C. Pennington, Sarah Harris and Prudence Crandall, Noah Webster, Sengbe Pieh, Laura Wheeler Waring, Yung Wing, Thirman Milner, María Colón Sánchez, Harriet Beecher Stowe).
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 (e.g., familial and social structures of Indigenous, European, and Black communities).
Synthesize and relate knowledge and personal experiences to make art.
Interpret intent and meaning in artistic work.

Grade 4
4.Civ.12.a. Explain how people have worked and are working to change laws related to communities, inclusive of religion, ethnicity, and gender, within and across United States regions.
4.Civ.14.a. Illustrate historical and contemporary examples of individuals and groups effecting change in a region (e.g., civil rights, clean air policy, conservation, determination of National Park status, healthcare access, water and land rights).
Synthesize and relate knowledge and personal experiences to make art.
Interpret intent and meaning in artistic work.

Grade 5
5.Inq.4.a. Construct arguments using claims and evidence from multiple sources about United States history.
5.Eco.3.a. Identify examples of resources used to produce goods and services throughout colonial settlements in the New England, Middle, and Southern regions (e.g., indentured and slave labor, natural resources, tools, machines).
Synthesize and relate knowledge and personal experiences to make art.
Interpret intent and meaning in artistic work.

Grade 6
INQ 6–8.16 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.
CIV 6–7.2 Assess specific rules and laws (both actual and proposed) as means of addressing public problems. CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Presenting: Convey meaning through the presentation of artistic work.
Responding: Interpret intent and meaning in artistic work.

Grade 7
INQ 6–8.16 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.
CIV 6–7.2 Assess specific rules and laws (both actual and proposed) as means of addressing public problems. CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Presenting: Convey meaning through the presentation of artistic work.
Responding: Interpret intent and meaning in artistic work.

Grade 8
CIV 8.4 Compare historical and contemporary means of changing societies, and promoting the common good.
HIST 8.5 Analyze how people’s perspectives influenced what information is available in the historical sources they created.
Presenting: Convey meaning through the presentation of artistic work.
Responding: Interpret intent and meaning in artistic work.
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Harriet Beecher Stowe Center
http://www.harrietbeecherstowecenter.org/
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