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.
Offsite,
$5
10
no
Other , Email , In-Person , Phone
I CAN describe a personal connection to the Inheriting Freedom Tour experience. I CAN describe similarities between social issues in the past and social 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 for social justice. 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. I CAN understand how education can be a kind of resistance.
Inheriting Freedom is a student tour that explores the overlapping lives of famed abolitionist Frederick Douglass and antislavery writer Harriet Beecher Stowe. Learn about Douglass's extraordinary journey from slavery to freedom, his lifetime of racial justice advocacy, and the connections between his life and Stowe's famous antislavery novel, Uncle Tom's Cabin. Inheriting Freedom focuses on themes of love, family, and education in the lives of both figures, and how their paths to becoming activists and change-makers began in early childhood. Throughout, the experience will feature engaging primary sources and opportunities for tactile learning.
Limited transportation reimbursement is available on a first-come basis.
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.
CCSS.ELA-LITERACY.SL.4.1 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.
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.His.5.a. Explain how the culture and experiences of African, Indigenous, and European people influenced their perspectives during the Age of Exploration (e.g., cultural norms, political beliefs, trade motives, exploitation).
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
